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

Authors

  • Yaar Muhammad Associate Professor, Department of Education, GC Women University, Sialkot, Pakistan
  • Yasira Waqar Associate Professor, Department of Education, UMT Lahore, Lahore, Punjab, Pakistan
  • Samina Safdar Assistant Professor, Department of EL & PS, University of Education, Lahore, Pakistan

DOI:

https://doi.org/10.53664/JSRD/05-02-2024-16-195-206

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.

Details

    Abstract Views: 57
    PDF Downloads: 30

Published

30-06-2024

How to Cite

Yaar Muhammad, Yasira Waqar, & Samina Safdar. (2024). EVALUATING THE QUALITY OF STUDENT REFLECTIONS IN PEACE EDUCATION CLASSROOM TAUGHT WITH PEDAGOGY OF DISCOMFORT. JOURNAL OF SOCIAL RESEARCH DEVELOPMENT, 5(2), 195–206. https://doi.org/10.53664/JSRD/05-02-2024-16-195-206

Issue

Section

Articles