Liberating language, teaching peace: Freirean foreign language pedagogy and localized peacebuilding in Cyprus
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
Intractable conflicts, often characterized by a profound depth of social divisions, resist traditional methods of peacebuilding.Resolution to such conflicts is often sought through alternative diplomacy and social intervention; education is a crucial aspect.Peace education seeks to promote reconciliation by encouraging learners' development of 'peace values' such as respect, empathy, and tolerance.In contexts of ethno-nationalist conflict, within which a linguistic difference separates disputant communities, a common foreign language is often necessary in both formal and informal intercommunal communication.As this research argues, liberatory approaches to pedagogy in foreign language education may support localized peacebuilding goals; Freirean pedagogy, with its emphasis on critical dialogue, localization, and humanization, has particular promise.Peace education initiatives are not unchallenged, however, and are often constrained or otherwise dependent on the broader political dynamics surrounding reconciliation in conflict-affected societies.For this reason, attention to the 'conditions of possibility' for implementing a peace pedagogy is crucial.This research seeks to illuminate these conditions through a heuristic description of peace-and foreign language education in Cyprus, and the place of English amid intercommunal interactions between Greek-and Turkish Cypriots.Qualitative data collected through document analysis and semi-structured interviews with scholars and practitioners in these educational environments are used to illustrate the relationship between foreign language pedagogy and peacebuilding.Findings show that EFL classrooms represent a uniquely promising curricular space in which peace pedagogy can be introduced, and that significant transformative potential exists in Freirean approaches to EFL education.These findings illustrate the obstacles and opportunities for integrating peace pedagogy in a foreign language classroom, providing insight into the nuance of "neutral" language use in peacebuilding.This thesis would not have been possible without the assistance I received from mentors, colleagues, friends, and family.Sincerest thanks to my faculty supervisors Dr. Jennifer Welsh and Dr. Rex Brynen for their invaluable advice during the research process, and to Dr. Megan Bradley for her exceptionally thoughtful evaluation
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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 | 0.004 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.004 |
| 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