Engaging teachers as agents of peace and social cohesion: Understanding impact Yusuf Sayed Presented at CIES Taking Stock and Looking Forward Annual Conference 2016, Vancouver, Canada, 7-10 March Understanding impact Types and Forms Types and forms of impact : teachers as agents of peacebuilding in Rwanda and South Africa Some aspects to consider – impact mediators, limits to impact

Research Impact Pathways (the linear model) Academic impact: publications, citation, training External: socio-economic, public policy, capacity building http://image.slidesharecdn.com/livesresearchframework-130404040953-phpapp02/95/lives-research-framework-5-638.jpg?cb=1365120163

Research Impact Pathways (the process embedded model) http://livestockfish.files.wordpress.com/2012/01/crp_newmodel1.jpg

Research Overview The main research question that guides this study is: To what extent do education peacebuilding interventions in countries promote teacher agency and capacity to build peace and reduce inequalities? In answering this question we pay particular attention to how they seek to mitigate gender, ethnic, religious and socio-economic inequities to, in and through education. The core aim of the research is to: examine how teachers and teaching are supporting education for peacebuilding enhance national and global policy dialogue and understanding about teachers as agents of peacebuilding create and communicate new knowledge to policy experts, policy makers, civil society organisations at local, national, regional and international level on the effects of education peacebuilding interventions and develop indicators and a metrics system for evaluating the efficacy of educational interventions concerned with teachers as agents of peacebuilding.   To achieve these aims the project explores six inter-related themes: Global and national policy contexts framing teachers’ work Teacher recruitment, deployment and management Curriculum and textbook reform Teacher professional development (initial and continuing) Teacher accountability and trust Teacher pedagogy

Impact as publication: conceptual Popular Academic Press release National press University website External website Social media Reports Authored books Chapters in books Journal article Conference contribution Working paper Policy briefs Open data

Impact as engagement: networks and connectivity Networking Policy engagement Four key modes: Workshops with stakeholders Critical Reference Group Targeted Policy Workshops Roundtables Several main targets: Government but also parts of government Government to government Communities of researchers CSOs

Research capacity as impact Institutional and individual PG students in the project Junior staff in the project

Impact mediators Think-tanks NGOs Professional Associations Consultants Education officials

Limits Ideas and discourse (the policydilemma?) Non-correspondence between research and policy and practice Capacity development limited by grant time limits North-South dynamics and dialectic

Impact as contingent and opportune Context embeddedness The conjunction of politics and biography The conjunction of time and space The external shock – xenophobia in South Africa as reason for why the project took on importance The impact of chance