Impact of Armed Conflicts on Education and Educational Agents: A Multivocal Review

Autor/inn/en	Cervantes-Duarte, Luisa; Fernández-Cano, Antonio
Titel	Impact of Armed Conflicts on Education and Educational Agents: A Multivocal Review
Quelle	20 (2016) 3, (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Cervantes-Duarte, Luisa) ORCID (Fernández-Cano, Antonio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1409-4258
Schlagwörter	War; Conflict; Educational Practices; Barriers; Declining Enrollment; Retrenchment; Family Structure; Social Problems; Skills; Social Environment; Population Trends; Teacher Qualifications; School Counselors; Foreign Countries; Uganda; Kuwait; Africa; Iraq; Colombia; Sierra Leone; Burundi; Sri Lanka; Philippines; West Bank; Gaza Strip; Palestine; El Salvador; Israel; Lebanon; Afghanistan; Colombia (Bogota); Congo Republic; Mozambique; Angola; Indonesia; Nepal; Sudan; Ethiopia; USSR + Suchen Sie Ihr Suchwort? Krieg; Konflikt; Bildungspraxis; Familienkonstellation; Familiensystem; Social problem; Soziales Problem; Skill; Fertigkeit; Soziales Umfeld; Bevölkerungsprognose; Lehrqualifikation; School counselor; Beratungslehrer; Pädagogischer Berater; Ausland; Afrika; Irak; Kolumbien; Ceylon; Philippinen; Westjordanland; Gaza-Streifen; Palästina; Libanon; Mosambik; Indonesien; Äthiopien
Abstract	This paper investigates the short and long-term pernicious impact of armed conflicts on education and educational agents (students, teachers and students' parents), using a multivocal review by means of the integration and qualitative analysis of 60 research reports (voices) found in two databases: Web of Science and PROQUEST in the period between 1995 -date of the first founding paper- until 2014. Through the analysis of source data (voices) and taking the "multivocal review" as a method, the voices have been combined in nine categories, namely: a) Refusal and impediments to a return to education; b) Educational infrastructure damaged or destroyed; c) Cuts in or withdrawal of spending on education; d) Loss of the educational and protective functions of the family; e) Loss of the academic community; f) Non-qualified teaching staff; g) Drastic loss of skills; h) Abandoning school (population movements, destruction of networks and social environment); i) Behavioural problems: traumas, pedagogical roles and self-victimization. These categories have highlighted the serious consequences arising from conflicts, infringing as they do the most basic human rights and in particular the right to a sound education during childhood. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01