The issue of conflict confronts many developing countries, hence encouraging a growth of scholarship aimed at determining the effective delivery of education in a conflict situation. This paper suggests that units within higher education, such as student affairs has the potential to contribute to the promotion of peace, by addressing student needs through a paradigm that straddles between compliance and avoidance. The compliance–avoidance paradigm presents student affairs responding to the effects of war in the teaching and learning processes through programmatic and non-programmatic means. Formal programs are interventions adhering to established rules and accepted ethos of practice, provided to address students’ developmental needs and foster harmony, while non-programmatic ways refer to strategic actions beyond the formal lines of authority and policy to calibrate the university to the peculiarities of the conflict situation. Ultimately, the study proposes the shift of focus of higher education in context of war from peace education to the needs of the learners and to the unique challenges of educational service providers. Findings were derived from a case study on student affairs practice conducted in a public university in Mindanao, Philippines, using interviews, public documents, and on-site observations as primary data.
Institute for Advancing Community Engagement
Access to ACU Staff and Students
Education and conflict, Diversity education, Student affairs management, Higher education environment
Bernardo, M. & Baranovich, D. (2014). Higher education in the heart of armed conflict : The pivotal role of student affairs. International Journal of Educational Development,35 78-85. Retrieved from http://dx.doi.org/10.1016/j.ijedudev.2012.08.007
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