STRATEGIES FOR ORGANIZING THE EDUCATIONAL PROCESS IN EMERGENCY SITUATIONS: ANALYSIS OF FOREIGN EXPERIENCE AND POSSIBILITIES OF ITS IMPLEMENTATION IN UKRAINE
DOI:
https://doi.org/10.31652/2412-1142-2023-68-19-32Keywords:
martial law, emergency education, emergency situations, pedagogy of peace, pedagogy of political trauma, terrorismAbstract
The article analyzes the experience of countries where educational institutions had to face manifestations of emergency situations (ES) of either social or military nature. Based on the analysis of relevant scientific researches, the authors found out the ways of how teachers and students should reacted to emergency situations. The authors determined the main strategies of emergency situations response which were proposed by scientists from different countries. The structure and stages of using Sondel’s pedagogy of political trauma, the strategy of emergency education and the model of peace pedagogy are also described in the article. It was concluded that the strategies of teachers’ response to emergency situations which were developed in other countries can be adapted in Ukraine for organizing education in the conditions of martial law and in the post-war period. For Ukrainian realities it can be valuable to use the expanded structure of «pedagogy of political trauma», which consists of four auxiliary strategies: caring for the students’ social and emotional well-being (strategy #1), cultivating and developing positive civic attitudes (strategy #2), developing students’ critical consciousness (strategy #3), and provision students with informational support (strategy #4). Working with students from internally displaced families, it can be effective to use the emergency education model which involves three stages: I – recreational activities in safe places, II – informal education, and III – formal education. After the victory of Ukraine, when the martial law will be lifted and our country will return to peaceful life, teachers will be able to gradually return to the upbringing of pacifism in students. It will be possible to generalize the theoretical provisions regarding international strategies for the organization of education in emergency situations and, as a result, offer specific proposals for making additions to the future teachers’ professional training content in pedagogical universities of Ukraine.
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