By Bjorn H. Nordtveit

In 1900 the Swedish social theorist Ellen Key introduced the assumption of a Century of the kid. fresh media reviews, from taking pictures and racial violence within the US to the most recent information from ISIS-dominated components offer a darker imaginative and prescient: it truly is not at all a time for kids; it's a time within which children’s well being is being the reason for fear. This publication is set faculties and security of youngsters, and proposes how you can make sure the minimal criteria of safeguard in faculties. the difficulty of security isn't just vital in particular clash settings, but additionally increasingly more in mainstream faculties within the Western context. for this reason the ebook isn't really concentrating on a selected geographic region, yet examining numerous contexts of adversity, together with these stricken by poverty, excessive prevalence of HIV/AIDS, in addition to clash and publish conflict-affected components. It additionally illustrates the consequences of such contexts:

• non-enrollment of kids or early dropout from school;

• numerous varieties of abuse and bullying at domestic and college;

• elevated occurrence of kid marriage;

• abusive baby exertions, and now and again, the worst varieties of baby exertions.

The college emerges as an establishment which could play a more robust position in defense of kids and that still may supply larger help within the transition from youth to paintings and marriage.

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Additional resources for Schools as Protection?: Reinventing Education in Contexts of Adversity

Sample text

We’re left with a methodological question; should our quest for “education as protection” or “reinventing education in contexts of adversity” strive to discover a grand narrative, or should we relegate it to pieces of “intervention” in a given time and place? Educational development initiatives often opt for the latter: short term projects with activities that fit into a postcard format and that are replying to the latest development fads. Scholars develop quick-fix theories and various institutions implement educational projects and programs, whereas the underlying structures of education largely remain unchanged.

2. Path dependency, or how the solutions for a problem is defined by the decisions made in the past, even though the past circumstances no longer are relevant. Schools have been criticized as “fossilized” institutions that were defined in particular circumstances in the past. This past is “traveling” with the schools and they have not been able to “break free” from the mold of the past. 12 Also, the HIV/AIDS pandemic has been creating a new social situation in many communities, in which traditional and family-based safety networks have broken down.

USAID is referring to “crisis and conflict,” and, in its revised education strategy of February 2011 noted about crisis and conflict environments, that: …of the over 70 million primary schoolaged children not in school, nearly 40 million live in countries affected by armed conflict. Tens of millions more are living in situations where they have been displaced or otherwise affected by natural disaster. Finally, untold numbers of children and youth are at risk every day in their communities or neighborhoods from lawlessness, crime and gang activity (USAID 2011, p.

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