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Dr. Lynn Ang Lead Investigator Department of Early Years and Primary Education University College London (UCL), Institute of Education (IOE)

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Presentation on theme: "Dr. Lynn Ang Lead Investigator Department of Early Years and Primary Education University College London (UCL), Institute of Education (IOE)"— Presentation transcript:

1 Dr. Lynn Ang Lead Investigator Department of Early Years and Primary Education University College London (UCL), Institute of Education (IOE) Early Childhood (EC) and Peacebuilding in the Asia-Pacific Region: A Literature Review to Inform a Future Research Agenda DR. LYNN ANG ARNEC Regional Conference 5 December 2014 Manila, Philippines

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3 Prof. Sandy Oliver (IOE), Expert Advisor Jeff Brunton (IOE), Research Officer Dr. Chemba Raghavan, UNICEF Jess Aumann, UNICEF Junko Miyahara, Silke Friesendorf, Debbie Fang, ARNEC Members of the ARNEC ECD and Peacebuilding working group 3 ACKNOWLEDGEMENTS

4 Capa R. (1991) Children of war, Children of peace, Canada: Bulfinch Press. Photograph: Yaizu, 1954

5 Early Childhood and Peace Building: A Literature Review to Inform a Future Research Agenda AIMS: Undertake a “rapid review” of existing research into the relationship between early childhood and peacebuilding, with particular focus on the Asia Pacific region. Identify gaps in the research literature. Summarise key findings that emerge from the literature. Suggest directions for future research. 5 THE RESEARCH

6 Methods Systematic searching and screening of published literature Data analysis informed by conceptual framework, policy context, and review of literature EPPI-Reviewer 4 Developed in 2010 by the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI- Centre), Social Science Research Unit, Institute of Education, University College London (UCL). Participatory Methodology Research informed by end-users Research to inform a wider social justice and advocacy agenda Research to engender socially relevant research METHODOLOGY & METHODS 6

7 KEY FINDINGS

8 What is Early Childhood & Peacebuilding?

9 9 ‘Early childhood... a range of processes and mechanisms that sustain, support and aid in the holistic development of children.’ UNESCO-UNICEF (2012) ‘The Child as a Zone of Peace’ (Kleinfield 2009)... ‘is not only the absence of differences and conflicts. It is a positive, dynamic, participatory process linked intrinsically to democracy, justice and development for all...’ UN Resolutions, (1997) Peace building... the absence of war and conflict, building of positive, civil relationships... ‘the promotion of human rights – including children’s rights’ (Watson 2008)... helping individuals and children create long-term harmonious relationships based on mutual respect and social justice.’ (Johnson and Johnson 2005) Children at centre-stage in the quest for universal humans rights... in the conflict resolution process (Watson 2008)

10 What is Early Childhood & Peacebuilding? I.A Rights-based approach II.A Participatory approach III.A Pedagogical approach

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12 Why prioritise Early Childhood in Peacebuilding?

13 Linkages with important societal agendas e.g. education, social cohesion, community building, and social justice. Quality ECD interventions can considerably benefit young children (Walker et al., 2011). ECD can build human and social capital for peacebuilding (Britto, 2012). ‘In the aftermath of violent conflict, no society can afford to rebuild its future without the active participation of its young generation.’ Schnabel & Tabyshalieva (2013 ) Escaping Victimhood LINKING ECD AND PEACEBUILDING/SOCIAL COHESION

14 A FUTURE RESEARCH AGENDA: Ongoing conceptualisation of early childhood & peacebuilding Children’s voices and participation Participatory research Research and impact evaluation Cross-country comparative research Enhance rigorous research and practice WHAT DOES THIS MEAN FOR THE ASIA PACIFIC REGION?

15 ARNEC ECD and Peacebuilding Working Group Building consensus on ECD and Peacebuilding (webinars and e- discussion) Initiatives from around the region Documenting good practices at the country level Perspectives paper TAKING THE RESEARCH AGENDA FORWARD

16 Children have a right to a peaceful society. Universal Declaration of Human Rights, UN Convention on the Rights of the Child We cannot hope to keep the peace unless we also build it. C. Wilfred Jenks (1970), The United Nations and the Challenge of Our Time

17 THANK YOU Dr. Lynn Ang Institute of Education (IOE), London

18 Britto P. R. (2012), Ecology of Peace: Formative Childhoods and Peacebuilding a Conceptual Framework. Yale University and AÇEV Partnership. Kleinfield M. (2009) ‘The Political Utility of the Nonpolitical Child in Sri Lanka’s Armed Conflict’ in Annals of the Association of American Geographies 99(5) pp Sagi-Schwartz (2012) ‘Children of War and Peace: A Human Development Perspective’ in Journal of Conflict Resolution 56(5) pp United Nations General Assembly (1997) Resolution Adopted By The General Assembly A/Res/51/101 UNICEF (2011), Disaster Risk Reduction and Early Childhood Development, Accessed 23 October UNICEF CEECIS. Schnabel A. and Tabyshalieva A. (Ed.) (2013) Escaping Victimhood. Children, Youth and Post-Conflict Peacebuilding, New York: UN University Press. Shanker, S. (2012). Calm, Alert, and Learning: Classroom Strategies for Self-Regulation. Toronto: Pearson Education Canada. UNICEF (June, 2012). ‘Conflict Sensitivity and Peacebuilding in UNICEF’, Technical Note UNICEF (2011a). Disaster Risk Reduction and Early Childhood Development, Accessed 23 October UNICEF CEECIS. Vestal A. and Jones N. (2004) ‘Peace Building and Conflict Resolution in Preschool Children’ in Journal Research in Childhood Education Vol.19 No.2 Walker, S. P. et al. (2011). ‘Inequality in early childhood: risk and protective factors for early child development’, The Lancet, vol. 378, issue. 9799, pp – 1338 Watson A. (2008) ‘Can there be “Kindred” peace?’ in Ethics and International Affairs, Vol. 22 No. 1 pp REFERENCES


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