Teaching; Armed conflict; Conflict transformation; Ethnography; Asian nation

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Teaching on the frontline: The compass of teachers' contributions to conflict transformation in Asian country
Current education and peacebuilding literature invests high expectations within the ability of lecturers to turn positive transformations in societies laid low with armed conflict. Yet, little or no is thought concerning the particular experiences of lecturers in such things, or the ways they use to get contributing learning environments. supported ethnographical munition in Lebanese colleges, this paper proposes a framework to grasp the orbit of teachers' peacebuilding capacities. Of central importance herein square measure the socio-political context of teaching; teachers' relationships with students, colleagues, and parents; teachers’ personal biographies; moreover because the tools out there to confront conflict within the schoolroom.



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