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  • Author: Odunayo Ogunbodede, Harrison Adewale Idowu, Temitayo Isaac Odeyemi
  • Publication Date: 06-2020
  • Content Type: Journal Article
  • Journal: African Journal on Conflict Resolution
  • Institution: The African Centre for the Constructive Resolution of Disputes (ACCORD)
  • Abstract: Conflict is inevitable in any human relationship. The situation is the same in the university system where several groups with diverse interests exist. While scholarly attention has focused on conflict and conflict resolution in the larger human society, less attention has been directed towards conflict and its resolution between and among various groups within a university. This article empirically examines the relations between the Students’ Union (the body representing the students) and the management of Obafemi Awolowo University (OAU), and the conflict resolution mechanisms available to the groups. The article adopts secondary and primary data sourced from semi-structured interviews, and analyses the data using descriptive and content analysis methods. Findings show that the relations between the Students’ Union and the management of OAU are mixed, largely depending on the strategies adopted by the union leaders and the university administrators; that conflicts are mostly triggered by issues bordering on students’ welfare; and that mechanisms such as mediation, negotiation, and consultation are some of the conflict resolution mechanisms between OAU students and management. The article concludes that the central issue between the Students’ Union and management of OAU is student welfare, and that to avert future conflicts, student welfare must be management’s priority at all times.
  • Topic: Conflict Resolution, Education, Labor Issues, Conflict, Higher Education
  • Political Geography: Africa, Nigeria
  • Author: Reville Nussey
  • Publication Date: 12-2017
  • Content Type: Journal Article
  • Journal: African Journal on Conflict Resolution
  • Institution: The African Centre for the Constructive Resolution of Disputes (ACCORD)
  • Abstract: n the South African context, the need for peacebuilding is sometimes not acknowledged in a post-conflict society, although there are ongoing everyday examples within the educational sphere that challenge this assumption. A way of addressing the need for peacebuilding in education is via a reconciliation pedagogy, which uses oral history tasks and cooperative learning in the history curriculum. By drawing on the similarities and differences between a reconciliation pedagogy, and reconciliation as articulated by the ‘4R’ framework for peacebuilding, this article shows that there are constraints and possibilities inherent in this process at school level. The main argument is that there are a number of practical constraints within and beyond the classroom which hinder peacebuilding in practice. Using a method of narrative inquiry, this article focuses on the results of the research conducted by a history teacher educator who observed and interviewed eight teachers in history primary school classrooms in Johannesburg. While some of the successes of using a reconciliation pedagogy show that it has the potential to facilitate peacebuilding from the ‘bottom up’, teachers’ intentions and how they implement a reconciliation pedagogy affect whether or not sustainable peacebuilding is possible in the classroom.
  • Topic: Education, History, Pedagogy, Reconciliation , Teaching
  • Political Geography: Africa, South Africa