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The Nansen Model for Integrated Education

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The Nansen Model for Integrated Education © COPYRIGHT by Kelly R. Ryan 2013 ALL RIGHTS RESERVED Dedicated to the Nansen Dialogue Center Skopje and the students, teachers, parents, and staff who work to make peace possible. INTERGROUP SOCIAL CONTACT THROUGH PEACE EDUCATION: THE NANSEN MODEL FOR INTEGRATED EDUCATION BY Kelly R. Ryan ABSTRACT Both peace education and social contact theory enjoy substantial places in conflict resolution literature. However, more research is needed to understand the intersection of these two approaches to peacebuilding. This study examines the relationship between peace education and social contact theory within a post-conflict context, specifically in the Republic of Macedonia. The Nansen Model for Integrated Education (NMIE) provides a useful case study to examine this relationship. The findings build on existing literature, suggest both theoretical and practical implications for peacebuilding, and recommend future avenues of research to better expound on the relationship between peace education and social contact theory. ii ACKNOWLEDGMENTS The time, resources, and expertise of many people and organizations made this study possible. I would like to first thank Dr. Susan Shepler and Dr. Ron Fisher who not only served as my readers and advisers but who have both mentored me and inspired my growth as a peace researcher. Their encouragement and guidance were invaluable and much appreciated. I would also like to acknowledge American University’s School of International Service which provided funding for my research. Nevenka Stefanovska and Brikena Avdyli assisted with translation of documents and helped me better understand important Macedonian and Albanian cultural nuances and complexities. Ann Kelleher, Amanda Feller and Steinar Bryn were instrumental in this research. I greatly value their continued mentorship and support. This study would not be possible without the cooperation and help of the Nansen Dialogue Center Skopje staff. They helped me understand the conflict context, the Macedonian and Albanian cultures and communities, their peace education model, and their approach to peacebuilding. Veton Zekolli was especially helpful in organizing meetings, driving me to site visits, translating, interpreting, and anything else I needed to complete the research for this study. Finally, I would like to thank the students, teachers, and staff who participate in the Nansen Model for Integrated Education. This very special group of people allowed me to observe them, interview them, ask endless questions, and intrude on their daily lives. I am fortunate to call them friends and I am absolutely inspired by their work and dedication to peace. iii TABLE OF CONTENTS ABSTRACT .................................................................................................................................... ii ACKNOWLEDGMENTS ............................................................................................................. iii LIST OF TABLES ......................................................................................................................... vi LIST OF ILLUSTRATIONS ........................................................................................................ vii CHAPTER 1 A CASE OF PEACEBUILDING IN MACEDONIA: INTRODUCTION AND METHODS ................................................................................ 1 Hypothesis and Research Question ......................................................................... 4 Case Study Selection............................................................................................... 5 Methods................................................................................................................... 8 NMIE Interviews ........................................................................................ 8 Non-NMIE Interviews .............................................................................. 11 Participant Observation ............................................................................. 12 Observation of NMIE Participants............................................................ 12 Observation of non-NMIE Participants .................................................... 14 NMIE Process Tracing .............................................................................. 14 Analysis and Coding ................................................................................. 15 Sensitive and Ethical Data Collection................................................................... 16 Limitations of the Study........................................................................................ 17 Impact of the Study ............................................................................................... 19 CHAPTER 2 IDENTITIES AT ODDS: MACEDONIAN AND ALBANIAN SOCIAL CONFLICT........................................................................................................ 20 A Macedonian State for the Macedonian People .................................................. 22 The Albanian Language Uniting the Albanian People ......................................... 27 A New State with Old Problems ........................................................................... 30 The 2001 Violent Conflict .................................................................................... 36 The Ohrid Framework Agreement ........................................................................ 37 Segregated Education ............................................................................................ 39 The Status of Albanian and Macedonian Relations .............................................. 42 CHAPTER 3 THE NANSEN APPROACH TO PEACEBUILDING: REPRESENTATIVE PEACEBUILDING THROUGH DIALOGUE ............................. 46 The Nansen Dialogue Network ............................................................................. 47 Nansen Dialogue Center Skopje ........................................................................... 51 Community Engagement and Representation ....................................................... 52 CHAPTER 4 DOMINATION AND MILITARISM: EDUCATING STUDENTS FOR LIVES OF VIOLENCE ........................................................................................... 55 iv The Domination Model and the Origins of Peace Education ............................... 56 The Education Mechanisms that Produce Ethnic Violence .................................. 59 CHAPTER 5 THE NANSEN MODEL FOR INTEGRATED EDUCATION: AN INTERCULTURAL APPROACH TO PEACE EDUCATION ....................................... 71 Foundations, Definitions, and Applications of Peace Education .......................... 72 Operational Definition of Peace Education .......................................................... 79 Bilingual and Integrated Education ...................................................................... 81 The Nansen Model for Integrated Education ........................................................ 84 CHAPTER 6 AN INTEGRATED MODEL OF SOCIAL CONTACT AND THE NMIE ................................................................................................................................ 90 Social Contact Hypothesis .................................................................................... 91 Salience, Decategorization, Personalization, and Typicality ................................ 95 An Integrated Model of Intergroup Contact ......................................................... 99 Social Contact and the NMIE ............................................................................. 103 Multigenerational Contact ...................................................................... 105 Sustained Social Contact......................................................................... 109 Language and Social Contact .................................................................. 110 Integrated Social Contact Model and NMIE .......................................... 111 CHAPTER 7 UNDERSTANDING THE INTERSECTION BETWEEN INTEGRATED BILINGUAL EDUCATION AND SOCIAL CONTACT: FINDINGS AND RECOMMENDATIONS................................................................... 116 What role, if any, does language play in creating positive social contact? ........ 116 What role, if any, does integration play in creating positive social contact? ...... 120 To what extent have students, parents, and teachers changed their views of the out-group and do they view the NMIE as an effective way to establish positive intergroup relationships? ....................................................................... 121 Recommendations for Future Research .............................................................. 122 Conclusion .......................................................................................................... 123 APPENDIX A DATA COLLECTION RUBRIC ...................................................................... 125 APPENDIX B INFORMED CONSENT FORM ...................................................................... 128 REFERENCES ........................................................................................................................... 136 v LIST OF TABLES Table 1: Breakdown of Interviewees by Ethnic Identity and NMIE Role .................................... 12 vi LIST OF ILLUSTRATIONS Figure 1: Map of NDC Skopje’s Integrated IT and English Courses in Jegunovce ..................... 52 Figure 2: Integrated Model of Social Contact ............................................................................
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