Jayatilake Kankanamalage, Janith Prabashwara Perera
(2022)
How do We Empower Youth to be Catalysts of Change: An Exploration of Pedagogies utilised in Non-formal Peace Education in Sri Lanka (A Case Study of a Non-Governmental Organisation).
[Dissertation (University of Nottingham only)]
Abstract
The contribution of youth is vital for attaining Positive Peace. Peace Education as an important post-conflict peacebuilding strategy enhances knowledge, skills, values, and attitudes of youth capacitating them to make meaningful social impact. Non-Governmental Organisations (NGOs) conduct Non-formal Peace Education programmes targeting youth overcoming the limitations of the formal system. To ensure that Peace Education is delivered effectively to youth, NGOs must consider whether pedagogies utilised cater into the interests and needs of the learners. This empirical research tries to identify pedagogical practices that are youth-centric and empowering youth to be change agents of peace in the context of Post-Conflict Sri Lanka.
To conduct an In-depth Qualitative Inquiry, a Single Case Study was selected as the Research Design and Peace Education Programmes targeting youth delivered by a specific NGO was selected. Data was collected through conducting eleven semi-structured interviews with NGO officials and Youth Participants. Using a five-step Framework Analysis data was analysed to derive findings.
The research discovered eleven youth-centric pedagogies that empower youth: traditional lecture-based presentations with enhanced interactivity, activity-based pedagogies, dialogue, arts-based pedagogies, sports-based pedagogies, film discussions, intergenerational and intercultural pedagogies, challenge-based pedagogies, debate, research, and video production. All these pedagogical practices were found observing the principles of holistic, participatory, cooperative, humanist and experiential learning when delivered with a particular focus on the needs of the youth audience. Furthermore, lecture-based presentations, activity-based pedagogies, dialogue, arts-based pedagogies, sports-based pedagogies, film discussions, debate and research were found to be critical pedagogies in developing youth’s critical thinking skills. Dialogue, challenge-based pedagogies, debate, research and video production were identified as pedagogies of resistance empowering students to transform their ideas into action fostering social change. Intergenerational and intercultural pedagogies were also found to be youth-centric and empowering. The research recommends Peace Educators to combine few or more of these pedagogies when delivering youth-targeted Peace Education.
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