战争,高等教育和发展:加沙大学教育工作者的经验
Mona Jebril1,2
1Centre for Business Research, University of Cambridge, Cambridge, UK.
概括
加沙的教育工作者在2014年的战争中经历了各种各样的影响,面临着脆弱性和弹性. 他们的经验凸显了冲突地区高等教育发展面临的挑战.
科学领域:
- 教育社会学教育的社会学
- 冲突研究 冲突研究
- 高等教育研究 高等教育研究
背景情况:
- 2014年的加沙战争是自2008年以来最长,最暴力的战争.
- 加沙的高等教育机构面临着重大挑战.
- 之前关于冲突地区教育的研究已经代表了加沙的背景.
研究的目的:
- 探索教育工作者 (学术人员和学生) 在2014年加沙战争期间的经历.
- 了解冲突对被围困和被占领领土的高等教育的影响.
- 为加沙高等教育发展所面临的挑战提供社会学见解.
主要方法:
- 使用36个深度半结构面试进行的定性研究.
- 采访是从英国远程 (Skype,电话) 进行的.
- 理论框架由弗雷尔的"受压迫者的教育学"和布尔迪欧的象征性暴力提供信息.
主要成果:
- 加沙的教育工作者表现出了一系列的反应,从脆弱性到性.
- 持久的心理影响包括对失去的记忆,恐惧和非人类化.
- 大学基础设施遭受了持续的破坏,为当前需求和未来发展创造了困境.
结论:
- 战争深刻影响了加沙教育工作者的心理健康和职业生活.
- 加沙高等教育的重建需要解决当前需求和长期发展前景.
- 这项研究强调,需要更加关注被占领和被围困环境中的教育经验.
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