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SYED ZULFI, PROF SUSHIL & M.SAJJAD HASSAN

Being Me, Knowing You: Designing an Integrated Strategic Pedagogy Framework for the conflict resolution in North East India

Purpose – India’s Northeast region– a landlocked region poorly connected to the rest of India by just a 20 km narrow Siliguri corridor, is a land of multiple heterogeneous conflicts. Lasting since 1950, it is one of the oldest unresolved armed conflicts in the world. After the long struggle with the continuous insurgency, the people have submitted to the prevailing “culture” of conflict with the widespread sense of helplessness. But still, they haven’t lost hope for freedom from this conflict which cripples them from all sides.

The paper aims start with the holistic understanding of the factors and contemporary dimensions of identity and conflict. It tries to assess and understand the various facets of the problem and how education and pedagogy can contribute in creating a positive environment for conflict resolution.

Design/methodology/approach – In this research, modified polarity total interpretive structural modelling (TISM-P) has been used to track the effect of factors on the students’ mindset.

Findings – The interpretive structural modelling shows that simple history education has the potential to divide the society and it can give divisive messages throughout the youth.  It was found that in a society with diverse communities in conflict, history education plays a negative role as it shots the point of conflict. However, an integrated approach can contribute to making understand their identity and others too. Combined with other knowledge streams, it has the ability to resolve a conflict by community engagement and understanding identities to erase ethnic discrimination. Finally, it gives an Integrated Strategic Pedagogy Framework which if applied can contribute to a better understanding of identities and create an environment to minimise inter-community conflicts in Northeast India.

Practical implications – The paper maps the role of subjects and pedagogy on the mindset of the students. It also tracks the possible linkage among drivers and actors (subjects), the combination of which can contribute to peace-building initiatives. It gives an Integrated Strategic Pedagogy Framework which if applied can contribute to a better understanding of identities and create an environment to minimise inter-community conflicts in Northeast India.