Alan Smith

Bio: Alan Smith is an academic researcher from Ulster University. The author has contributed to research in topics: Curriculum & Peacebuilding. The author has an hindex of 23, co-authored 80 publications receiving 1845 citations. Previous affiliations of Alan Smith include UNICEF.

A Human Rights Based Approach to Education For All

Abstract: This document brings together the current thinking and practice on human rightsbasedapproaches in the education sector. It presents key issues and challengesin rights-based approaches and provides a framework for policy and programmedevelopment from the level of the school up to the national and international levels.Rights-based approaches have only recently become a focus within the educationsector. This document was thus developed as a resource for government offi cials,civil society organizations, United Nations and bilateral agencies, and otherdevelopment partners strategically involved in the development of educationpolicies and programmes. It is intended to guide the dialogue of the UnitedNations Development Group and Education for All (EFA) partnerships and facilitatea breakthrough from the rhetoric of the ‘right to education’ to concrete andaccelerated interventions at policy and programme levels for attaining the EFA goalsand the Millennium Development Goals related to education.

Education, Conflict and International Development

Abstract: What is the relationship between education and conflict, and how should the education sector respond to conflict? This paper, written for the Department for International Development, argues that more attention should be paid to the fact that education is not always a force for good and can sometimes help create the conditions for conflict. Donors need to consider this when allocating resources.Many contemporary conflicts take place within states as well as between states. Low-level conflicts form the backdrop to the lives of many poor people. In this context, issues of health, employment and education must be addressed. Internationally, education is regarded as a fundamental right. Yet in conflict situations, a hierarchy of rights tends to emerge, with education a low priority. Globally, education is also regarded as an essential tool for human development and poverty eradication. However, efforts to widen access to education need to focus more on how education can affect conflict. There is an urgent need to develop methods to track whether 'progress' in education may also create tensions that could spark or exacerbate conflict. At the very least it must be understood that education can be part of the problem as well as part of the solution.Providing education in countries in conflict or emerging from conflict raises the following issues:•State education can heighten tensions in various ways. These include systems of governance and policies on issues such as the language of instruction, access and curriculum content.•In conflict states, education can play a key role in protecting civilians, particularly girls, from the worst effects. However, running education systems can be difficult in emergency situations.•Providing education is especially problematic where there are no structures, as in the context of internal displacement. Immediate responses may have few links with longer-term education aid.•After conflict, the educational reconstruction process must consider whether to replace what existed before or to undertake major reform.•Education also has an important role to play in the process of reconciliation by addressing the legacies of conflict.Given the risks, donors need to ask whether contributing resources to education could make the conflict worse. To avoid this, they should conduct country-specific analysis in which education issues are considered alongside the political, security, economic and social dimensions of conflict. Other policy implications include:•Analysis of the role of education in conflict is still fragmented and needs to become more systemic. Donors should work strategically with each other.•The international community is focusing on special forms of education for specific groups, but more attention should be paid to issues involving the huge numbers of children in formal education.•Both conflict and education are transforming processes, and opportunities should be sought to develop "conflict-sensitive" education systems, as well as indicators to assess and monitor them.•In emergencies, education should be seen as a right, not a luxury and regarded as an integral part of the response.•While the educational status of child soldiers has received much attention, the exclusion of adolescent girls and disabled children from school during conflict has been neglected and should be addressed.•The large numbers of international organisations interested in conflict and education can cause confusion. There is a need for better co-ordination at international and government levels.

Education in the Twent-First Century: Conflict, Reconstruction and Reconciliation

Abstract: This paper is an attempt to map out an emerging, and increasingly important field of study concerning the relationship between education and conflict. The field has two main parameters. The first involves the variety of contexts within which education systems are required to operate. Distinctions are drawn between education that is provided within relatively peaceful and stable environments; during times of violent conflict; as part of reconstruction following conflict or political transition; and as part of longer term peace and reconciliation processes. Educational priorities and concerns may be quite different depending on each of these circumstances. The second parameter concerns different levels of action within an education system. These include the political and policy environment, administrative and structural features and various aspects of educational practice. The paper argues that actions through various ‘entry points’ at each of these levels carry the potential to exacerbate or ameliorate con...

Citizenship Education in Northern Ireland: Beyond national identity?

Abstract: The introduction of citizenship education to the curriculum of all schools in Northern Ireland is one way of underpinning a long-term commitment to democratic politics as part of a fragile peace process. However, the concept of citizenship requires careful consideration in a society where there are different loyalties that give rise to conflict over the future constitutional status of the society itself. Neither British nor Irish national identity provides the basis for a 'patriotic' model of citizenship that could be accepted in all schools. This article describes the commitments and confidence-building measures contained in the Belfast (Good Friday) Agreement and its implications for developing a concept of citizenship that might transcend the two main nationalisms that exist in Northern Ireland.

Education and Conflict. Think piece prepared for the Education for All Global Monitoring Report 2011 The Hidden Crisis Armed conflict and education

Abstract: The purpose of this paper was to identify aspects ofeducation and conflict that could be developed for the 2011 Eduction For All, Global Monitoring Report. The paper has three main parts. The first part identifies some issues around rationale and concepts related to education and conflict. The second part argues that to stand any chance of making a real impact on access to schooling in conflict affected countries we need to take the DAC Principles more seriously by applying context specific analysis and programmatic approaches in those conflict affected countries with the highest numbers of out of school children. This means more differentiation between different types of contemporary conflict and the challenges they pose; deeper analysis of contextual factors that prevent access to education; and an emphasis on effective strategies to address the impacts of conflict on education provision. The third part of the paper places an emphasis on the impacts of education (how it is provided, the values it transmits) on the dynamics of conflict. This section is therefore more concerned about quality of education and, from a conflict perspective, highlights the key role that education plays in identity formation which may make it potentially either an instrument for peaceful development or a means of reinforcing intolerance. The argument is that, from a peace-building and preventative point of view, we need to be aiming for ‘conflict-sensitive’ education systems.

Constructing Grounded Theory: A Practical Guide through Qualitative Analysis

Abstract: การวจยเชงคณภาพ เปนเครองมอสำคญอยางหนงสำหรบทำความเขาใจสงคมและพฤตกรรมมนษย การวจยแบบการสรางทฤษฎจากขอมล กเปนหนงในหลายระเบยบวธการวจยเชงคณภาพทกำลงไดรบความสนใจ และเปนทนยมเพมสงขนเรอยๆ จากนกวชาการ และนกวจยในสาขาสงคมศาสตร และศาสตรอนๆ เชน พฤตกรรมศาสตร สงคมวทยา สาธารณสขศาสตร พยาบาลศาสตร จตวทยาสงคม ศกษาศาสตร รฐศาสตร และสารสนเทศศกษา ดงนน หนงสอเรอง “ConstructingGrounded Theory: A Practical Guide through Qualitative Analysis” หรอ “การสรางทฤษฎจากขอมล:แนวทางการปฏบตผานการวเคราะหเชงคณภาพ” จะชวยใหผอานมความรความเขาใจถงพฒนาการของปฏบตการวจยแบบสรางทฤษฎจากขอมล ตลอดจนแนวทาง และกระบวนการปฏบตการวจยอยางเปนระบบ จงเปนหนงสอทควรคาแกการอานโดยเฉพาะนกวจยรนใหม เพอเปนแนวทางในการนำความรความเขาใจไประยกตในงานวจยของตน อกทงนกวจยผเชยวชาญสามารถอานเพอขยายมโนทศนดานวจยใหกวางขวางขน

Narrative Methods for the Human Sciences

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At War’s End: Building Peace After Civil Conflict:

Abstract: of distinguished and rather senior economists – makes at the end of the book. Their priorities tend to be quick-fixes of problems that might, at least partly, be caused by some other challenge. More importantly, the panellists tend to disregard some of the evidence assembled by the authors. The reactions to the excellent chapter on armed conflict by Collier & Hoeffler illustrate that Nobel awards are no protection against bias. One member of the panel dismisses the economic sources of war that the Oxford economists analyse and points out that free trade is the main pacifying force, while another famous panellist mentions ethnic or religious hatred as a source of conflict. Gerald Schneider

Effects of Direct and Indirect Cross-Group Friendships on Judgments of Catholics and Protestants in Northern Ireland: The Mediating Role of an Anxiety-Reduction Mechanism

Abstract: Recent evidence suggests that both direct and indirect friendship with outgroup members (knowledge of ingroup members’ friendship with outgroup members) can reduce prejudice toward the outgroup. Two surveys of cross-community relationships in Northern Ireland, using a student sample (N = 341) and a representative sample of the general population (N = 735), tested whether (a) direct and indirect friendships had generalized effects on both prejudice and perceived outgroup variability and (b) reduced anxiety about future encounters with outgroup members mediated such relationships. Structural equation modeling confirmed that, in both samples, direct and indirect cross-group friendships between Catholics and Protestants were associated with reduced prejudice toward the religious outgroup and increased perceived outgroup variability, via an anxiety-reduction mechanism. It is argued that emerging generalization hypotheses help to integrate both cognition and affect and interpersonal and intergroup approaches to...