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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.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Fractured help: Social justice and teacher well-being in postwar Liberia./
作者:	Shriberg, Janet.
面頁冊數:	296 p.
附註:	Adviser: Lesley Bartlett.
Contained By:	Dissertation Abstracts International69-08A.
標題:	Anthropology, Medical and Forensic. -
電子資源:	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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