By taking students out of their comfort zone, field-based courses—which are increasingly popular in secondary and postsecondary education—have the potential to be deep, transformative learning experiences. But what happens when the field in question is a site of active or recent conflict? In Conflict Zone, Comfort Zone, Agnieszka Paczyńska and Susan F. Hirsch highlight new approaches to field-based learning in conflict zones worldwide. As the contributors demonstrate, instructors must leave the comfort zone of traditional pedagogy to meet the challenges of field-based education.
Drawing on case studies in the United States and abroad, the contributors address the ethical considerations of learning in conflict zones, evaluate the effectiveness of various approaches to teaching these courses, and provide guidelines for effecting change. They also explore how the challenges of field-based classes are magnified in conflict and postconflict settings, and outline the dilemmas faced by those seeking to resolve those challenges. Finally, filling a crucial gap in existing literature, the contributors identify best practices that will assist aspiring instructors in developing successful field-based courses in conflict zones.
Contributors: Daniel R. Brunstetter, Alison Castel, Gina M. Cerasani, Alexander Cromwell, Maryam Z. Deloffre, Sandi DiMola, Leslie Dwyer, Eric Hartman, Pushpa Iyer, Allyson M. Lowe, Patricia A. Maulden, rj nickels, Anthony C. Ogden, Jennifer M. Ramos, Lisa E. Shaw, Daniel Wehrenfennig
By taking students out of their comfort zone, field-based courses—which are increasingly popular in secondary and postsecondary education—have the potential to be deep, transformative learning experiences. But what happens when the field in question is a site of active or recent conflict?
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"At a time when local peacebuilding is all the rage, this book asks us to question how we do that kind of work. In the best tradition of Mary Anderson's idea of 'do no harm,' Conflict Zone, Comfort Zone leads readers to ask tough questions about how they do their work, whether that is in far off places or around the corner in their own communities."
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By taking students out of their comfort zone, field-based courseswhich are increasingly popular in secondary and postsecondary educationhave the potential to be deep, transformative learning experiences. But what happens when the field in question is a site of active or recent conflict?
| Acknowledgments |
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vii | |
| Introduction The Benefits and Challenges of Field-Based Courses in Conflict Zones |
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1 | (20) |
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PART ONE CONSIDERING ETHICS |
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One Ethics and Field-Based Courses How to Prepare Students for the Challenges of Practice |
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21 | (20) |
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Two Framing"Experience" in International Field-Based Learning |
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41 | (23) |
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Three Field-Based Courses as Transformative Education The Role of Practical Ethics as a Framework |
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64 | (21) |
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PART TWO IMPROVING PEDAGOGY |
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Four Developing Leaders through Innovative Education The Olive Tree Initiative's Experiential Learning Approach to Teaching about Intractable Conflicts |
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85 | (19) |
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Five Windows and Mirrors in the Wall Experiential Learning in Northern Ireland |
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104 | (15) |
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Six The Use of Service Learning in Teaching about Conflict |
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119 | (19) |
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Seven Field-Based Service Learning Pedagogy and Its Effects |
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138 | (21) |
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PART THREE EFFECTING CHANGE |
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Eight Making Change Makers Integrating Service Learning into NGO Management Courses |
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159 | (21) |
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Nine When Context and Pretext Collide Reflective Practice as an Ethical Framework for Field-Based Learning |
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180 | (19) |
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Ten Cultivating Transformation in Field-Based Courses |
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199 | (22) |
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Eleven To Hell and Back with Good Intentions Global Service Learning in the Shadow of Ivan Illich |
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221 | (21) |
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| Conclusion Best Practices and Next Directions |
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242 | (15) |
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| References |
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257 | (14) |
| Contributors |
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271 | (6) |
| Index |
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277 | |
Agnieszka Paczyska teaches at the School for Conflict Analysis and Resolution, George Mason University, and is a nonresident fellow at the Stimson Center. She is the author of State, Labor, and the Transition to a Market Economy: Egypt, Poland, Mexico and the Czech Republic and editor of Changing Landscape of Assistance to Conflict-Affected States: Emerging and Traditional Donors and Opportunities for Collaboration.
Susan F. Hirsch is professor and the Vernon M. and Minnie I. Lynch Chair at the School for Conflict Analysis and Resolution at George Mason University. She is the author of Pronouncing and Persevering: Gender and Discourse in an African Islamic Court, In the Moment of Greatest Calamity: Terrorism, Grief, and a Victim's Quest for Justice, and Mountaintop Mining in Appalachia: Understanding Stakeholders and Change in Environmental Conflict.
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