By Giuditta Fontana
This ebook explores the nexus among schooling and politics in Lebanon, Northern eire, and Macedonia, drawing from an in depth physique of unique proof and literature on power-sharing and post-conflict schooling in those post-conflict societies, in addition to the repercussions that emerged from the tip of civil struggle. This e-book demonstrates that schooling coverage impacts the resilience of political settlements via aiding reproduce and make stronger the at the same time particular non secular, ethnic, and nationwide groups that participated in clash and now percentage political energy. utilizing curricula for subjects—such as historical past, citizenship schooling, and languages—and constructions just like the life of state-funded separate or universal colleges, Fontana exhibits that power-sharing constrains the scope for particular schooling reforms and provides a few feedback for potent ones to assist political balance and reconciliation after civil wars.
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Additional info for Education Policy and Power-Sharing in Post-Conflict Societies: Lebanon, Northern Ireland, and Macedonia
Sample text
A further criticism of consociation is particularly relevant to the present analysis of education in deeply divided societies. Critics argue that consociational theory fails to account for social change and for the evolution of the saliency and content of conflictual identities. 98 Through a comparison of education reform in consociational Lebanon, Northern Ireland and Macedonia, this study aims to analyse the identity-forming narratives conveyed through schools and to highlight the extent to which they help entrench and reproduce mutually exclusive communities.
5 CONTRIBUTION TO KNOWLEDGE This study aims to contribute to the academic debate on conflict regulation through consociational power-sharing. 41 By examining the curricula and structures of education systems, it adds an internal factor to the list of variables facilitating the persistence of consociations and their re-establishment after conflicts: the coherence between state values and the values conveyed by schools. This work also elaborates on the education system as an instrument for conflict transformation and long-term reconciliation in deeply divided societies.
Thus, they contribute to defining and redefining individual and collective identities, as well as the boundaries between communities in deeply divided societies. 111 Individuals are indoctrinated into 40 G. 114 Thus, mass compulsory schooling emerged as an instrument of socialisation into the values, assumptions and patterns of behaviour underpinning collective life in a society. 116 Thus, schools were entrusted with transmitting a common, sanctioned myth-symbol complex to all citizens. This included a standardised culture through a common language and official version of the past, common rituals and practices, and markers of belonging and identity.