While the number and range of international peace programmes continues to proliferate, there is a marked absence of interdisciplinary and comparative research to guide academic development and inform practice in this challenging arena. It is these deficits that the present volume aims to address. This collection of peace education efforts in conflict and post-conflict societies brings together an international group of scholars to offer the very latest theoretical and pedagogical developments for long term solutions.
Author(s): Claire McGlynn, Zvi Bekerman, Michalinos Zembylas, Tony Gallagher
Year: 2009
Language: English
Pages: 284
Contents......Page 6
Acknowledgments......Page 10
Introduction......Page 12
Part I: Approaches to Peace Education: Comparative Lessons......Page 16
1 Negotiating Cultural Difference in Divided Societies: An Analysis of Approaches to Integrated Education in Northern Ireland......Page 20
2 Grassroots Voices of Hope: Educators’ and Students’ Perspectives on Educating for Peace in Post-conflict Burundi......Page 38
3 The Emergence of Human Rights Education amid Ethnic Conflict in the Dominican Republic......Page 54
4 From Conflict Society to Learning Society: Lessons from the Peace Process in Northern Ireland......Page 70
5 Peace, Reconciliation, and Justice: Delivering the Miracle in Post-apartheid Education......Page 86
Part II: Peace Education and Contact: Introduction......Page 100
6 Social Context and Contact Hypothesis: Perceptions and Experiences of a Contact Program for Ten- to Eleven-year-old Children in the Republic of Macedonia......Page 104
7 “Smoking Doesn’t Kill; It Unites!”: Cultural Meanings and Practices of “Mixing” at the Gymnasium Mostar in Bosnia and Herzegovina......Page 120
8 The Cultural Psychology of American-based Coexistence Programs for Israeli and Palestinian Youth......Page 138
9 Toward the Development of a Theoretical Framework for Peace Education Using the Contact Hypothesis and Multiculturalism......Page 156
10 Promoting Reconciliation through Community Relations Work: A Comparison among Young People in Belfast, Northern Ireland, and Vukovar, Croatia......Page 172
Part III: Curriculum and Pedagogy: Introduction......Page 190
11 Inventing Spaces for Critical Emotional Praxis: The Pedagogical Challenges of Reconciliation and Peace......Page 194
12 Arab and Jewish Students’ Participatory Action Research at the University of Haifa: A Model for Peace Education......Page 210
13 Deliberative History Classes for a Post-conflict Society: Theoretical Development and Practical Implication through International Education in United World College in Bosnia and Herzegovina......Page 226
14 “Yeah, It Is Important to Know Arabic—I Just Don’t Like Learning It”: Can Jews Become Bilingual in the Palestinian-Jewish Integrated Bilingual Schools?......Page 242
15 Teacher Preparation for Peace Education in South Africa and the United States: Maintaining Commitment, Courage, and Compassion......Page 258
Contributors......Page 274
C......Page 282
I......Page 283
P......Page 284
Y......Page 285
