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Fractured help: Social justice and t...

Teachers College, Columbia University.

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Fractured help: Social justice and teacher well-being in postwar Liberia.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Fractured help: Social justice and teacher well-being in postwar Liberia./
Author:	Shriberg, Janet.
Description:	296 p.
Notes:	Adviser: Lesley Bartlett.
Contained By:	Dissertation Abstracts International69-08A.
Subject:	Anthropology, Medical and Forensic. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3327088
ISBN:	9780549788508

Fractured help: Social justice and teacher well-being in postwar Liberia.
Shriberg, Janet.

Fractured help: Social justice and teacher well-being in postwar Liberia. - 296 p.

Adviser: Lesley Bartlett.

Thesis (Ed.D.)--Teachers College, Columbia University, 2008.

This dissertation describes a systematic attempt to view the psychosocial well-being of Liberian teachers through the lens of social justice theories. This study was purposefully situated in Liberia's postwar period during early reconstruction efforts (2006), when a large international humanitarian presence continued to exist in the country. I explored Liberian teachers' self-perceptions of their well-being and of the care and quality of the instruction they provided in the context of a redeveloping educational system. I built the framework for this study on prior anthropological conceptualizations of social suffering, integrating Morton Deutsch's social-psychological descriptive framework for studying injustice and conflict. Utilizing a mixed-methods approach that included in-depth interviews, surveys, focus group discussions, participant observation, and document review, I gathered data on the perspectives of demographically diverse teachers from three counties in Liberia: Lofa, Nimba, and Montserrado. This systematic inquiry yielded three principal findings. First, early education reconstruction programs did not address the specific psychosocial concerns of Liberian teachers. Second, institutional injustices in early education reconstruction programs in Liberia jeopardized the psychosocial well-being of Liberian teachers and students. Third, injustices in early education reconstruction programs in Liberia contributed to a concern for the country's peaceful development. Based on these three findings, I argue that educational reconstruction programs may recycle forms of oppression and conflict if they do not respond to the particular needs of local teachers effectively.

ISBN: 9780549788508Subjects--Topical Terms:

1020279
Anthropology, Medical and Forensic.

Fractured help: Social justice and teacher well-being in postwar Liberia.
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020 $a 9780549788508
035 $a (UMI)AAI3327088
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040 $a UMI $c UMI
100 1 $a Shriberg, Janet. $3 1024655
245 1 0 $a Fractured help: Social justice and teacher well-being in postwar Liberia.
300 $a 296 p.
500 $a Adviser: Lesley Bartlett.
500 $a Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 2951.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2008.
520 $a This dissertation describes a systematic attempt to view the psychosocial well-being of Liberian teachers through the lens of social justice theories. This study was purposefully situated in Liberia's postwar period during early reconstruction efforts (2006), when a large international humanitarian presence continued to exist in the country. I explored Liberian teachers' self-perceptions of their well-being and of the care and quality of the instruction they provided in the context of a redeveloping educational system. I built the framework for this study on prior anthropological conceptualizations of social suffering, integrating Morton Deutsch's social-psychological descriptive framework for studying injustice and conflict. Utilizing a mixed-methods approach that included in-depth interviews, surveys, focus group discussions, participant observation, and document review, I gathered data on the perspectives of demographically diverse teachers from three counties in Liberia: Lofa, Nimba, and Montserrado. This systematic inquiry yielded three principal findings. First, early education reconstruction programs did not address the specific psychosocial concerns of Liberian teachers. Second, institutional injustices in early education reconstruction programs in Liberia jeopardized the psychosocial well-being of Liberian teachers and students. Third, injustices in early education reconstruction programs in Liberia contributed to a concern for the country's peaceful development. Based on these three findings, I argue that educational reconstruction programs may recycle forms of oppression and conflict if they do not respond to the particular needs of local teachers effectively.
590 $a School code: 0055.
650 4 $a Anthropology, Medical and Forensic. $3 1020279
650 4 $a Education, General. $3 1019158
650 4 $a Psychology, Social. $3 529430
650 4 $a Sociology, Social Structure and Development. $3 1017425
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710 2 $a Teachers College, Columbia University. $3 1018028
773 0 $t Dissertation Abstracts International $g 69-08A.
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790 1 0 $a Bartlett, Lesley, $e advisor
791 $a Ed.D.
792 $a 2008
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