Education, Conflict and Reconciliation; International Perspectives

ISBN-13: 9783039109456 / Angielski / Miękka / 2007 / 360 str.

Leach, Fiona

Opis

This collection originates in papers presented at an international conference held at the University of Sussex in September 2004. It brings together academic contributions from specialists working in a newly emergent area of study, that of education in situations of conflict. It seeks to promote understanding of the complex ways in which education can play both a reproductive and a transformative role in such circumstances. To this end, it offers two broad perspectives, one around education in conflict and post-conflict settings, and the other around education for reconciliation and social inclusion.
The book is organised into thematic sections, with material drawn from countries undergoing, or emerging from, conflict as well as from more stable societies. The first set of chapters examines different facets of the impact of armed conflict on education, while the second set explores the ways in which education can contribute to reconstruction and reconciliation and the particular challenges of rebuilding educational systems after protracted conflict. The following set of chapters examines issues of conflict associated with everyday school contexts, in which violence may be perpetrated by students, teachers or outsiders to the school. The last two sections turn to the role of education in promoting reconciliation and social inclusion.

Spis treści

Contents: Fiona Leach/Máiréad Dunne: Education, Conflict and Reconciliation: International Perspectives - Alan Smith: Education and Conflict: An Emerging Field of Study - Susan Nicolai: Mind the Education Gap: International Aid to Countries Affected by Conflict - Sara Parker/Kay Standing: The Impact of Conflict on Schooling in Nepal - Sharri Plonski: Peace-building in Israel and Palestine: Applying a Gender Lens - Tony Gallagher/Alyson Coombs: The Impact of Integrated Education on Religious Beliefs - Jackie Kirk/Rebecca Winthrop: Home-based Schools: A Transitional Education Model in Afghanistan - John Rutayisire: The Role of Teachers in the Social and Political Reconstruction of Post-genocide Rwanda - Juliet McCaffery: Transformative Literacy, Conflict Resolution and Peace-building: Examples from Sierra Leone and Sudan - Frances Hunt: Policy in Practice: Teacher-student Conflict in South African Schools - David West: The Impact of Student Violence on Teachers: A South Australian Study - Máiréad Dunne/Fiona Leach: Gender Conflict and Schooling: Identity, Space and Violence - Lynn Davies/Julie Leoni: Conflict Resolution Within Schools - John McCombe: School History and the Introduction of Local and Global Citizenship into the Northern Ireland Curriculum - Kathy Bickmore: Linking Global with Local: Cross-cultural Conflict Education in Urban Canadian Schools - Naureen Durrani: Identity Wars in the Curriculum: Gender and the Military in Pakistani National Identity - Keith Holmes/Janet Hannah: Reconstruction and Development in South Africa: The Contribution of Public Further Education and Training (FET) Colleges - Caroline Dyer: Schooling and Social Reconstruction in North-West England - Scherto Gill: Active Meaning-making to Address Intercultural Conflicts: A Case of Chinese Students' Experiences in the UK - Kris Clarke: Critical Intercultural Pedagogy in Reconciliation Education: A Finnish Example - Elizabeth Cooper: Learning from Refugee Youth: Participatory Research as Social Opportunity in Dagahaley Refugee Camp, Kenya.

O autorze

The Editors: Fiona Leach is professor in international education at the University of Sussex. She has worked in the field of education and development for many years and, before becoming an academic in Britain, she was a teacher and consultant in Africa. She has published widely on gender and education.
Máiréad Dunne is senior lecturer in education at the University of Sussex. She has worked in a wide range of national contexts. Her particular academic interests are the sociology of education, institutional analyses and the micro-politics of schooling, and the production of gender, ethnic and class identities.