Hope amid violence: youths’ agency and learning experiences to transform social conflicts in non-democratic settings
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Understanding and addressing conflicts underlying direct and indirect violence is necessary to build a just and sustainable peace. This study foregrounds youths’ voices and lived experiences of social conflicts in Iran, an understudied (semi-)authoritarian context in the Middle East. It examines selected youths’ socially constructed understandings of the conflicts and violence affecting their lives, their perceptions of their roles and agency in non-violently addressing those conflicts, and the learning experiences and social pedagogies (inside and outside school) available to them that might have contributed to forming their understandings and agency. The study’s intersectional gender- and social-class-sensitive design enables an understanding of how social-structural, cultural and political dynamics interacted with participating youths’ experiences of social conflicts and their peacebuilding citizenship agency. Findings show that social conflicts that the participating youths were concerned about varied in their differing gender and social class locations. In addition, despite the disconnections between the participating students’ lived experiences of conflicts and their learning opportunities at school, the findings point to spaces of feasibility for schools to enhance students’ opportunities to develop key aspects of peacebuilding agency, even in (semi-)authoritarian settings where citizenship and peace education are absent from the explicit curriculum. Moreover, the research expands the international conceptualisation of peacebuilding agency by showing that young people’s frequent responses to the social conflicts in their lives in (semi-)authoritarian contexts (avoidance, conformity, withdrawal and despair) cannot be simply interpreted as apathy or lack of awareness of the larger structural issues.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it