This collection presents interdisciplinary perspectives on educating for peace in Bosnia and Herzegovina. It explores a range of theories, contexts, pedagogies and practices within formal education settings and draws attention to the multiple roles that teachers play in fostering socially transformative learning. The volume offers readers a critical exploration of peace pedagogy as an imagined ideal and fluid space between post-war educational politics, institutional and curricular constraints, and the lived experiences and identities of teachers and students in socially and historically situated communities. The book highlights local voices, initiatives and practices by illustrating good examples of how classrooms are being connected to communities, teacher education programs and teachers’ continued professional development. It demonstrates why and how the grammars of peace in Bosnia and Herzegovina are still in a state of flux and negotiation, and what the implications are for classroom practice and pedagogy. Recommendations are offered for policymakers, curriculum developers, teacher educators and teachers on how peace pedagogies can be promoted at all levels of the education system and through pre-service and in-service teacher education, taking into account the structural uniqueness of the country.
Author(s): Larisa Kasumagić-Kafedžić, Sara Clarke-Habibi
Publisher: Springer
Year: 2023
Language: English
Pages: 348
City: Cham
Acknowledgements
Opening Editorial: Exploring the Landscape of Peace Pedagogy in BiH
Part I: Peace Pedagogies, Concepts and Contexts
Part II Peacebuilding Through Teacher Education
Part III: Peacebuilding Through Curriculum and Pedagogy
Part IV: Partnerships for Peace Learning
References
Contents
Part I: Peace Pedagogies, Concepts and Contexts
Chapter 1: Peace Pedagogies: A Review of Key Theories and Approaches
Introduction to Peace and Peacebuilding
Peace and Peacebuilding in Bosnia and Herzegovina
Peace Education: The ‘What’ and ‘Why’ of Peace Teaching
A Brief History of Peace Education
Approaches to Peace Learning in Formal Education
Peace Methodology for Teachers
Peace Education in Bosnia and Herzegovina
Peace Pedagogy: The ‘How’ and ‘Why’ of Peace Education
Pedagogical Terminology in Bosnia and Herzegovina
Bringing Pedagogy into Classroom
Pedagogy, Andragogy and Theories of Learning
Peace Pedagogy Today
Different Pedagogies for Different Purposes
Peace Pedagogies and Peace Education in Bosnia and Herzegovina
Conclusions
Take-Away Messages
References
Chapter 2: Education as a Victim and Accomplice of Conflict: Historical Perspectives and Possible Ways of Strengthening Peace Pedagogy in Bosnia and Herzegovina
Introduction
How BiH Education Is a Victim and Accomplice of Conflict
Historical and Cultural Influences on BiH Education
How Can BiH Education Contribute More Constructively to Peacebuilding?
Recommendations
Handle Ethnic Affiliation Sensitively?
Promote Conscientization
Desegregate Education, Desegregate Whole Society
Strengthen the Role of Education Research and Call upon Educational Experts
Reclaim ‘Odgoj’ in BiH Education
Train Teachers in Critical Thinking, Intercultural Learning and Dealing with the Past
Take-Away Messages
References
Chapter 3: Approaches to Peace Education and Institutionalization of Peace Values in Formal Education in Bosnia and Herzegovina
Peace Education in Bosnia and Herzegovina
Initiatives to Introduce Peace Education Values Through Non-formal Approaches
Integration of Peace Education Values in BiH Formal Education
Institutionalization of Peace Education and Peace Education Policy in BiH
Conclusion
Take-Away Messages
References
Recommended Readings
Part II: Peacebuilding Through Teacher Education
Chapter 4: Preparing Future Teachers to Educate for Democracy and Human Rights: The Western Balkans Approach
Introduction
Teacher Education in Western Balkans and Bosnia and Herzegovina
Project “Preparing Future Teachers: Educating for Democracy and Human Rights”
Increasing the Teaching Practice and New Semester Courses
The Role of Mentoring
Effects of Covid 19 on the Project Activities
BiH Universities and Democracy Pedagogies
Conclusion
Take-Away Messages
Sources for Peace Pedagogies
References
Chapter 5: Integrating Critical and Intercultural Pedagogies in Teacher Education and Language Didactics
Introduction
Intercultural Education and Learning to Live Together in Bosnia and Herzegovina
The Role of Pedagogy in Intercultural Learning in Higher Education
Defining Intercultural Competences
Critical Approaches and Strategies for Teaching Intercultural Learning
Intercultural Pedagogy in Teacher Education Program at the University of Sarajevo
Conclusion
Take-Away Messages
References
Chapter 6: Fostering Inner, Interpersonal and Intergroup Peace Through a Gestalt Psychology Approach in Adult Education
Peace, War and Restlessness in Human Development
Peace Education as Adult Education
Gestalt Psychotherapy and Peace Education with Adults
Theory and Practice of Experiential and Transformative Learning in Adult Education and Peace Education
From Inner to Interpersonal and Intergroup Peace: Working with Shadow
Lessons Learned on Adult Education and Gestalt Psychotherapy as a Necessity in Teachers’ Peace Education
Take-Away Messages
Resources for Further Reading
References
Chapter 7: Teacher Identity as a Barrier and Bridge to Peace Pedagogies
Introduction
Theorising Teacher Identity
Mapping Teachers’ Identities
Identity Work
Teacher Values, Beliefs and Agency
Teacher Identities and Emotions in Conflict and Peacebuilding Contexts
Researching Teachers’ Identities and Roles in Peacebuilding: The Case of Bosnia and Herzegovina
Vignette 1: Milena
Vignette 2: Senada
Vignette 3: Bojana
Vignette 4: Jadranka
Teachers’ Identities and Peace Pedagogies
The Role of Identity in Teaching Controversial Issues
Teachers’ Roles in Reproducing Conflict Regimes
Strategies for Developing Teacher Identity: The Role of Teacher Educators
Conclusions
Take-Away Messages
References
Part III: Peacebuilding Through Curriculum and Pedagogy
Chapter 8: Peace in History Education of Bosnia and Herzegovina
Introduction
Remarks on the Educational System of Bosnia and Herzegovina and History Teaching
European and BiH Policy Frameworks for Peacebuilding Through History Education
History in Primary Education Policy and Textbooks
History in Secondary Education Curricula and Textbooks
History in Higher Education Curricula
Conclusions
Reflections on History Teaching in Practice and Alternative Voices as Vision for Peace
Take-Away Messages
Sources
References
Chapter 9: Teacher Reflections on Peacebuilding Through Mother Tongue Language and Literature Education
Introduction
My Orientation as a Teacher
Educating for a Peaceful and Intercultural Society: Some Peace Pedagogy Approaches and Methods
Nurturing Dialogue and Debate
Stimulating Critical Thinking Through Comparative Literature
Researching Global Issues Through Contemporary Literature
Exploring Multiple Perspectives on the Past and the Present Through Classical Works
Analysing Sensitive Topics Through Extended Essays
Drawing on Personal Emotions and Attitudes in Learning
Exploring Personal and Social Identities
Respecting each Other and Learning to Live Together
A Review of Peace Pedagogy Approaches
Responses of My Students and Community to Peace Education
Conclusion
Take-Away Messages
Resources
Chapter 10: Drama-Based Pedagogy: Theatre for Social Change in Classroom
Introduction
Educational Drama, Applied Drama or Theatre in Education (TiE)
The Need for Change and the Theatre of the Oppressed – Forum Theatre
The Power of TiE in Classrooms – The Importance of Innovative Approaches, Teacher Identity and the Role of Drama Educator
The Plays and their Pedagogical Implications
Conclusion: Contribution of Applied Theatre to Peace Pedagogies
Take-Away Messages
References
Additional Online Sources
Chapter 11: Peace-Based Education in Early Post-War Bosnia and Herzegovina: Insights from the Education for Peace Program (2000–2013)
Introduction
The Role of Education in Peacebuilding
Introducing Education for Peace in the Early Post-War Context
Distinguishing Features of the Education for Peace Approach
A Whole-Community Approach
Engaging Teachers and School Staff in a Reflective Process Before Introducing Teaching Techniques
Exploring Worldview Assumptions & Fostering a Peace-Oriented Worldview
Exploring Broader Peace-Oriented Concepts in every Subject of Study
Exploring the Nature and Dynamics of Unity in Diversity
Operationalizing Whole Community Engagement
Consultative Mechanisms with Teachers, School Administrators and Education Officials
Viewing Teachers as Collaborators during the in-Service Training and Support
Inclusively Engaging Schools and Education Authorities Representing Diverse BiH Groups
A Sustained Mechanism of Mutual Support Rather than Isolated and Short-Lived Events
Combining Theory and Practice: Training, On-going Input & Intergroup Contact
Echoes on Impacts
Conclusions and Recommendations
Take-Away Messages
References
Chapter 12: Peace Pedagogy in Intercultural and Interreligious Learning: Insights from the ETOS Initiative and SAPERE BiH Program (2014–2020)
Introduction
Theoretical Underpinnings for Peace Education
Research Design
Examples of Peace Pedagogy in School
Building and Practicing Intercultural and Interreligious Competences
Collaborative Peace Efforts and Bridging the Secular-Religious Divide
Philosophizing Together about Belief, Freedom and Truth
Personal and Societal Transformation
Challenges and Recommendation for Peace Education
Conclusion
Take-Away Messages
References
Chapter 13: Evaluating Intercultural Sensitivity among High School and University Students
Introduction
The Concepts of Culture and Intercultural Sensitivity
Research Design
Methodological Framework
Data Analysis
Results for United World College
Results for University student’s Population
Preliminary Discussion
Female, Urban and Well-Read Students Score higher on Intercultural Sensitivity Scales
Additional Data
Conclusion and Recommendations
Take-Away Messages
Key Resources
References
Part IV: Partnerships for Peace Learning
Chapter 14: Applied Learning for Peace: Experiential Pedagogies, Teacher Practice and Engagement in Higher Education
Introduction
Education for Peacebuilding and Citizenship
The Role of Higher Education and Student Community Engagement
Developing the University’s ‘Third Mission’
Student Community Engagement at the University of Mostar (2006–2008)
The Birth of Peace Education Hub at the University of Sarajevo (2018–2020)
Conclusion: Universities as Networks and Sites for Action
Take-Away Messages
References
Chapter 15: Promoting Peace and Intercultural Understanding Through Sustained Partnership: The American-Bosnian Collaboration Project
Introduction: A Brief History of the ABC Project
Evolution of the BiH and the US Contexts
Incorporating New Components (2010–2022)
Embracing Cross-Cultural Teaching
The Role of Reflection in Development of ABC Curriculum
Remote Learning during the Pandemic
Incorporating Action Research into Language and Culture Teaching
Findings from ABC Project Research
Concluding Reflections
Take-Away Messages
References
Closing Editorial: Peace Learning and Peace Action in Formal Education in BiH: From Romanticised Ideal to Orienting Paradigm and Achievable Objective
Review of the Key Contributions of This Volume
Listening to Diverse Voices, Holding Space for Dialogue
Promoting Systemic Change and Transversal Peace Pedagogies
Providing Evidence-Based Case Studies and Good Practices
Understanding Plurilingual and Intercultural Approaches to Peace Pedagogy
Some Themes for Further Consideration
Addressing the Gap Between Formal and Non-formal Education Initiatives
Equipping and Enabling Teachers to Teach Controversial Issues
The Limits of Tolerance
Reclaiming “Odgoj/Vaspitanje”: Pursuing Humanistic Values and Character Development in Education
Raising ‘Quality Education’ to Peacebuilding Standards
Recommendations for Policymakers, Teacher Education Programmes and Schools
Empowering Teachers and Youth to Exercise Peacebuilding Agency
Recognizing the Inadequacy of Old Models of Peace Education for the Youth of Today
Advocating for Systemic Integration of Peace Learning
Final Words
