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In times of crisis, educators play a crucial role in helping children navigate the effects of upheaval. They can provide opportunities for children to understand and cope with difficult situations, fostering resilience and compassion. However, educators also face personal challenges and uncertainties that can affect their ability to support children effectively. To address these issues, they need spaces for honest sharing, opportunities for personal growth, and support systems that enable them to stay focused on their students' well-being. By reconnecting on a human level and nurturing resilience in both children and educators, we can create a more supportive and caring learning environment for all. This triangular model emphasizes quality pedagogy, psychosocial support, and teacher activism to ensure a holistic approach to education in times of crisis.
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Being an educator in times of crisis Challenges and opportunities Trikic Zorica Senior Program Manager, ISSA April, 2017
Context Where danger is,Dangerous things grow.HERDELIN Societies in “crisis”/transition: • All forms of "otherness" are viewed as a potential threat. • Negative labeling and “scape-goating” mechanism • Isolation and lack of information/rejecting change • Lack of critical thinking / critical orientation toward reality • “Learned helplessness” Etc…
Educators in times of crisis My story/ your story/ our story…
EDUCATORS • have power to help children deal with effects of crises, • they can and they do protect life, children and childhood, • their vital role is in providing opportunities for children to understand what is happening to their world and what they can do to feel safe and hopeful in it again, • they can help children learn from painful and difficult experiences – to discover their resilience, power personal strengths, and to become more compassionate and caring • can recognize newly emerging needs in children and try to name them and meet them… • can be of great support to families facing problems (even the worst ones), • They can use kindergartens as meeting places –for different people to come together and unite around dreams they have for their children.
BUT… Educators are facing the same challenges as other members of society • Their system of values is shaken… do not know what is right or wrong and what to nourish and support in children, they are confused… • They have low self esteem – they think they are failures (they can not support and protect children • They are under great pressure – they are asked to do what majority in society do not want to do or do not approve. • Do not see meaning of the work they are doing – do not believe that their work can make the difference for children and society , • Dominant feelings – helplessness, loneliness (nobody cares), fear, disconnectedness, anger
A new understanding of professional development 1. 1. They need safe space where they can share honestly, and where they will not be judged… “If we want to grow as teachers -- we must do something alien to academic culture: we must talk to each other about our inner lives -- risky stuff in a profession that fears the personal and seeks safety in the technical, the distant, the abstract. (Palmer, The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life) , 2. They need opportunities to explore and build understanding of what is happening to their world and what they can do to feel safe and hopeful in it, and become more compassionate and caring, 3. They need support to be able to learn from painful and difficult experiences – to discover their resilience, power, personal strengths, take proactive approach, 4. In order to be more caring and compassionate, they need to clear their inner space - dealing with own feelings to be able to focus on children and families… (sinking boats sending SOS),
Cont… • In order to give empathy they need to feel it 7. They need to build sense of belonging (esp. mutual trust), and create safety nets 8. They need to learn how to actively look for support from parents, children, colleagues, and all relevant others … mutuality – involving all key actors and sharing responsibility WE NEED TO RECONECT ON HUMAN LEVEL AND TAKE CARE OF EACH OTHER
The “triangle model” for high-quality programs in the context of ethnic division and exclusion, combined with poverty (ISSA-DECET - 2009) Quality pedagogy Psycho-social and economicActivism of teachers support
Quality pedagogy – well-prepared professionals and paraprofessionals; high quality professional development; comprehensive, inclusive, and respectful curriculum and practices; high level of parental involvement. • Psychosocial support – providing connections with other relevant sectors and services; creating a safe space for sharing, comforting and creating understanding of the new reality • Activism – making children visible in times of crises, readiness to voice the needs and problems of children and families, and to advocate for their rights by openly challenging discriminatory practices.
. Adapted from Diversity and Social Inclusion Exploring Competences for Professional Practice in Early Childhood Education and Care, ISSA-DECET http://www.issa.nl/sites/default/files/Diversity-and-Social-Inclusion_0.pdf
Psychosocial support -Resilience – strength based approach Children are resilient. Resilience is composed of: • optimism, • high self esteem, • dealing with fears and stress, • a moral compass and altruism, • faith and hope, • social support, • life skills, • physical and mental fitness, • cognitive and emotional flexibility, and • meaning and purpose. Resilience can be nurtured.
Nurturing multiple identities Nurturing multiple/diverse identities – unpacking labels such as “refugee children”, IDPs, “ helpers” etc. – people are more than their current label;
Sometimes you just have to take the leap and build your wings on the way down."Kobi YamadaGood luck and thank you! ztrikic@issa.nlwww.issa.nl
