Chopra, Priti (2025) A global teacher education vision for designing inclusive anti-violence learning activities for young people. In: United Kingdom Forum for International Education and Training. (UKFIET) Conference 2025: : "Mobilising knowledge, partnerships, and innovations for sustainable development through education and training", 16th – 18th September 2025, University of Oxford.

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Abstract

This paper explores ways in which educational strategies can engage young people in creating norms that address intersectional inequalities, support nonviolence, promote social responsibility, and foster equitable relationships. Based on completed mixed methods research in India, Jamaica, Uganda and the UK, a case study explores a participatory and collaborative approach to co-creating globally relevant and inclusive learning activities that aim to engage young people with challenging gender-based violence constructively. Situated in the principles of UN SDGs the activities focus on the holistic development of young people, the enhancement of their skills, knowledge, attitude, and capability, rooted in their lived experience. The learning design, developed through an iterative process of stakeholders’ consultation, ensures that the activities are sustainable, adaptable and maintain purposeful context relevance for youth serving professionals and teacher educators. The activities are cost-effective and rooted in democratic and social justice principles that are centred on strengthening the voice, visibility and agency of young people in an empowering and enabling process of learning. The design and content is shaped by an interdisciplinary youth-centred approach that draws on and combines critical pedagogy, creative and performing arts, an ecological framework for human development and integrative and intercultural therapeutic practice. Critical pedagogy is embedded in learning activities to develop critical awareness and enable reflection and action for change within self and others. Creative and performing arts are integrated to enhance self-expression, co-creation and multimodal ways of noticing, expressing and challenging lived realities and to build awareness, reflection and potential for transformation. Applying an ecological framework for human development to learning design creates space for the exploration of interconnections, interdependence and independence in challenging inequalities through learning activities. Integrative and intercultural therapeutic practice is drawn on to facilitate sustainable wellbeing and develop empathy, across diversity, to function and live in constructive and fulfilling ways.

Item Type:	Conference or Conference Paper (Paper)
Uncontrolled Keywords:	Learner safety and wellbeing
Subjects:	H Social Sciences > H Social Sciences (General) L Education > L Education (General) L Education > LB Theory and practice of education
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > School of Education (EDU)
Related URLs:	Organisation
Last Modified:	12 Oct 2026 10:31
URI:	https://gala.gre.ac.uk/id/eprint/54670

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