Learning Spaces
An explanation of the learning spaces that will help underpin this initiative
The e-Space
Students will be able to use online spaces such as Instagram and Twitter to share their artwork and spread the message of peace education.
Children will be able to create their own hashtag and upload images of their art to share and connect with other online networks.
The e-learning space is powerful tool that allows it's users to collaborate and create their own community of practice (Britt & Paulus, 2016). The use of the online space will empower these children and make them believe that they have the ability to make a difference.
The Cooperative, Collaborative, Group Learning Space
Working with others is an important element to this peace education initiative. The goals for this program are to create a culture of peace instead of a culture of conflict. The bridges that must be overcome to create this kind of peace need to be built through collaboration and cooperation.
Whilst working with their peers to express their ideas, students are encouraged to think critically (Slavin, 2010).
They will learn how to negotiate and express their opinions in a safe and encouraging way. They will also learn important social skills that will help to extend on the concepts explored of peace education.
Beyond the Classroom
Children learn best when learning experiences are tailored to their context and are relevant to their lives (Johnson, 2009). The program plans to extend into the community beyond the classroom by displaying and sharing the children's artwork in the community. The initiative recognises that learning is socially situated, that context, culture and social interaction are vital factors in education (Lave & Wagner as cited in Jonhson, 2009).
The aim of extending the artwork beyond the classroom and into the community is to give the children a voice and to make the experience more authentic and valued. As about half of Zataari's population is children under 18, these children could have great power to enact change.
The hope is that the messages of peace education will also be shared with adult members of the community to further its reach.
Figure 1. The children behind the photos. From 'This is Home: Meet the Syrian Child Refugees Behind the Cameras' by Morgan Windsor, 2016, http://abcnews.go.com/International/home-meet-syrian-child-refugees-cameras/story?id=42030762
Figure 2. The children of Zataari. From 'The Boy on the Bicycle' by UNICEF, 2015, https://www.unicef.org.uk/cbbc-documentary-the-boy-on-the-bicycle/
Britt, V., & Paulus, T. (2016). Beyond the four walls of my building: A case study of #Edchat as a community of practice. Americal Journal of Distance Education 30 (1), 48-59. doi: 10.1080/08923647.2016.1119609
​
Johnson, J. (2009). Beyond four walls: experiential and situated learning. Teacher 198 (1). 18-20. Retrieved from http://search.informit.com.au/fullText;dn=173862;res=AEIPT
​
Slavin, R. (2010). Cooperative learning: what makes group work work? In the nature of learning: Using research to inspire practice. doi: 10.1787/20769679