EVALUATING THE QUALITY OF STUDENT REFLECTIONS IN PEACE EDUCATION CLASSROOM TAUGHT WITH PEDAGOGY OF DISCOMFORT

Abstract

This study aimed to explore the depth and/or quality level of the students’ responses when they responded critically in their written reflections in a peace education classroom that incorporated a pedagogy of discomfort. In this empirical study, featuring reflections from 43 undergraduate students in Sialkot, Pakistan, the authors seek to understand how reflections-based pedagogical methods that affect critical thinking ability, self-awareness, cultural sensitivity and understanding of society issues. Thus, the study uses qualitative methods to assess students’ critical reflections from provocation pedagogy experience. Overall, students showed greater critical thinking and self-reflection as their perception of distinct identity were questioned. Nevertheless, the level of depth and sophistication in reflections differed across students. However, the study points to how a pedagogy of discomfort can arguably result in meaningful responses for engaging with issues such as those related above. In this regard, some discussion is presented upon the barriers & limitations to implementing these approaches. The findings add to an important dialogue around what works in peace education activities globally.