By Giuditta Fontana

This booklet explores the nexus among schooling and politics in Lebanon, Northern eire, and Macedonia, drawing from an intensive 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 warfare. This booklet demonstrates that schooling coverage impacts the resilience of political settlements through supporting reproduce and strengthen the together specific spiritual, ethnic, and nationwide groups that participated in clash and now proportion 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 faculties, Fontana exhibits that power-sharing constrains the scope for particular schooling reforms and provides a few feedback for powerful ones to help political balance and reconciliation after civil wars.

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Education Policy and Power-Sharing in Post-Conflict Societies: Lebanon, Northern Ireland, and Macedonia

This ebook explores the nexus among schooling and politics in Lebanon, Northern eire, and Macedonia, drawing from an intensive 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 top of civil warfare.

Extra resources for Education Policy and Power-Sharing in Post-Conflict Societies: Lebanon, Northern Ireland, and Macedonia

Example text

Indeed, despite efforts at nation-state building (further explored in Chap. 3), societies such as Lebanon, Northern Ireland and Macedonia remain divided by segmental cleavages into distinctive religious, linguistic, ethnic and national communities. 28 Chapter 3 explains that in the new political units, some communities had no allegiance to the state: the nationalisms of Muslims in 28 G. 30 Inter-communal cleavages were nurtured and exploited by external powers with irredentist claims, such as the Republic of Ireland.

The contents and practices of formal education can also contribute to instability within a state, and even to the outbreak and continuation of violent conflict among its population, because they reflect and reproduce socio-economic hierarchies and political allegiances. In deeply divided societies, hierarchies, allegiances and identities often coincide with communal cleavages: this amplifies the economic, political and symbolic impact of education reforms on certain groups. 129 This can cause violent rebellions against the state, such as the 2001 ethnic conflict in Macedonia.

This shows that, despite being overlooked in the literature, education reform is an integral part of complex consociational arrangements and of transition out of conflict in deeply divided societies. 3 The Consociational Paradox and Its Critiques The Prussian General von Clausewitz famously argued that ‘war is the continuation of politics by other means’. 83 Indeed, in contrast to coercive approaches, to assimilation and to partition, consociations do not explicitly seek conflict resolution in the short- to medium term.

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