Education, Conflict and Social Cohesion
Is schooling a potential catalyst for the outbreak of identity-based conflict? How can education contribute to social and civic reconstruction, particularly in societies emerging from violent internal conflict? Education, Conflict and Social Cohesion explores these questions and more in societies as diverse as Bosnia and Herzegovina and Guatemala, Lebanon and Mozambique, Northern Ireland, Rwanda and Sri Lanka.. Based on these experiences, Education, Conflict and Social Cohesion argues that in order to ensure that processes of education reform are meaningful contributions to reconciliation and peacebuilding, the subtle and complex relationships between schooling and conflict need to be explicitly recognised and examined.
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agreement Arab areas assessment basic education Bilingual Intercultural Education Bosnia and Herzegovina CCEA citizenship civil conflict consensus consultation Croat cultural curricula curriculum change curriculum development curriculum policy curriculum reform dialogue economic ECRD education reform education sector education system educational policy established ethnic evaluation framework FRELIMO grades groups Guatemala human rights Hutu implementation indigenous initiative institutions integrated issues language learning Lebanese Lebanon linguistic LTTE Maputo Mayan Ministry of Education Mozambican Mozambique Muslim National Education national identity national unity Northern Ireland official organisations participation pedagogical percent pilot political Portuguese primary education programmes promote pupils reconciliation regional relevant religious Republika Srpska responsibility role Rwanda schools SCPE secondary Sinhala Sinhalese skills social cohesion social divisions society Sri Lanka Sri Lankan Tamil stakeholders strategies Tamil teacher training teaching textbooks Tutsi UNESCO University University of Ulster values violence