Sara Clarke-Habibi – författare

This comprehensive handbook offers a multidisciplinary exploration of research and practice at the intersection of trauma and peacebuilding.Highlighting case studies from diverse conflict contexts around the globe, this book offers conceptual reflections and practical illustrations of trauma‑sensitive and trauma‑responsive approaches to interventions across the humanitarian‑peacebuilding‑development (HDP) spectrum. Chapters critically evaluate the current state of research and policy discourse, including the global mental health and psychosocial support (MHPSS) agenda, bringing greater attention to the issue of collective trauma and offering original insights and good practices for engaging with trauma‑affected populations. This book highlights the work of international researcher‑practitioners who reflect on the implications of personal, collective, transgenerational, and historical trauma for peacebuilding, providing practical recommendations for improved theory and practice. It also emphasises the importance of decolonising trauma and peacebuilding practices, foregrounding perspectives from the Global South as alternatives to conventional Western frameworks.This handbook will appeal to researchers and postgraduate students in the fields of trauma studies, peace psychology, peace and conflict studies, and migration, humanitarian, and development studies. It will also be important reading for professionals in MHPSS, humanitarian aid and donor agencies, peacebuilding professionals and activists, NGOs, and anyone working with populations affected by ongoing and historical conflict.

This comprehensive handbook offers a multidisciplinary exploration of research and practice at the intersection of trauma and peacebuilding.Highlighting case studies from diverse conflict contexts around the globe, this book offers conceptual reflections and practical illustrations of trauma sensitive and trauma responsive approaches to interventions across the humanitarian peacebuilding development (HDP) spectrum. Chapters critically evaluate the current state of research and policy discourse, including the global mental health and psychosocial support (MHPSS) agenda, bringing greater attention to the issue of collective trauma and offering original insights and good practices for engaging with trauma affected populations. This book highlights the work of international researcher practitioners who reflect on the implications of personal, collective, transgenerational, and historical trauma for peacebuilding, providing practical recommendations for improved theory and practice. It also emphasises the importance of decolonising trauma and peacebuilding practices, foregrounding perspectives from the Global South as alternatives to conventional Western frameworks.This handbook will appeal to researchers and postgraduate students in the fields of trauma studies, peace psychology, peace and conflict studies, and migration, humanitarian, and development studies. It will also be important reading for professionals in MHPSS, humanitarian aid and donor agencies, peacebuilding professionals and activists, NGOs, and anyone working with populations affected by ongoing and historical conflict.

This comprehensive handbook offers a multidisciplinary exploration of research and practice at the intersection of trauma and peacebuilding.Highlighting case studies from diverse conflict contexts around the globe, this book offers conceptual reflections and practical illustrations of trauma sensitive and trauma responsive approaches to interventions across the humanitarian peacebuilding development (HDP) spectrum. Chapters critically evaluate the current state of research and policy discourse, including the global mental health and psychosocial support (MHPSS) agenda, bringing greater attention to the issue of collective trauma and offering original insights and good practices for engaging with trauma affected populations. This book highlights the work of international researcher practitioners who reflect on the implications of personal, collective, transgenerational, and historical trauma for peacebuilding, providing practical recommendations for improved theory and practice. It also emphasises the importance of decolonising trauma and peacebuilding practices, foregrounding perspectives from the Global South as alternatives to conventional Western frameworks.This handbook will appeal to researchers and postgraduate students in the fields of trauma studies, peace psychology, peace and conflict studies, and migration, humanitarian, and development studies. It will also be important reading for professionals in MHPSS, humanitarian aid and donor agencies, peacebuilding professionals and activists, NGOs, and anyone working with populations affected by ongoing and historical conflict.

This collection presents interdisciplinary perspectives on educating for peace in Bosnia and Herzegovina. It explores a range of theories, contexts, pedagogies and practices within formal education settings and draws attention to the multiple roles that teachers play in fostering socially transformative learning. The volume offers readers a critical exploration of peace pedagogy as an imagined ideal and fluid space between post-war educational politics, institutional and curricular constraints, and the lived experiences and identities of teachers and students in socially and historically situated communities.The book highlights local voices, initiatives and practices by illustrating good examples of how classrooms are being connected to communities, teacher education programs and teachers’ continued professional development. It demonstrates why and how the grammars of peace in Bosnia and Herzegovina are still in a state of flux and negotiation, and what the implications are for classroom practice and pedagogy. Recommendations are offered for policymakers, curriculum developers, teacher educators and teachers on how peace pedagogies can be promoted at all levels of the education system and through pre-service and in-service teacher education, taking into account the structural uniqueness of the country.

This collection presents interdisciplinary perspectives on educating for peace in Bosnia and Herzegovina. It explores a range of theories, contexts, pedagogies and practices within formal education settings and draws attention to the multiple roles that teachers play in fostering socially transformative learning. The volume offers readers a critical exploration of peace pedagogy as an imagined ideal and fluid space between post-war educational politics, institutional and curricular constraints, and the lived experiences and identities of teachers and students in socially and historically situated communities.

The book highlights local voices, initiatives and practices by illustrating good examples of how classrooms are being connected to communities, teacher education programs and teachers’ continued professional development. It demonstrates why and how the grammars of peace in Bosnia and Herzegovina are still in a state of flux and negotiation, and what the implications are for classroom practice and pedagogy. Recommendations are offered for policymakers, curriculum developers, teacher educators and teachers on how peace pedagogies can be promoted at all levels of the education system and through pre-service and in-service teacher education, taking into account the structural uniqueness of the country.

 

This collection presents interdisciplinary perspectives on educating for peace in Bosnia and Herzegovina. It explores a range of theories, contexts, pedagogies and practices within formal education settings and draws attention to the multiple roles that teachers play in fostering socially transformative learning. The volume offers readers a critical exploration of peace pedagogy as an imagined ideal and fluid space between post-war educational politics, institutional and curricular constraints, and the lived experiences and identities of teachers and students in socially and historically situated communities.The book highlights local voices, initiatives and practices by illustrating good examples of how classrooms are being connected to communities, teacher education programs and teachers’ continued professional development. It demonstrates why and how the grammars of peace in Bosnia and Herzegovina are still in a state of flux and negotiation, and what the implications are for classroom practice and pedagogy. Recommendations are offered for policymakers, curriculum developers, teacher educators and teachers on how peace pedagogies can be promoted at all levels of the education system and through pre-service and in-service teacher education, taking into account the structural uniqueness of the country.