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Grappling with Peace Education in Serbia

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Grappling with Peace Education in Serbia Gra ppling with Peace Education in Serbia Ruzica Rosandic United States Institute of Pea c e Peaceworks No. 33. First published April 2000. The views expressed in this report are those of the author alone. They do not necessarily reflect views of the United States Institute of Peace. UNI T E D STA T E S INS T I T U T EO F PEA C E 1200 17th Street NW, Suite 200 Washington, DC 20036-3011 Phone: 202-457-1700 Fax: 202-429-6063 E-mail: [email protected] Web: www.usip.org Co n t e n t s Su m m a r y 5 Ack n ow l e d g m e n t s 7 Part I: Fac t o rs Confronting Pea c e Ed u c ation Efforts in Serbia 1. Introduction: Why Peace Education 9 2. The Ecology of Peace Education in Serbia 12 3. The Setting of a Closer Encounter: The Serbian School System 15 Part II: A Look at Peace Educati o n Pro g rams in Serbia 4. An Overview of Peace Education Programs 23 5. Evaluations 33 6. Prospects for Continued Peace Education in Serbia 38 No t e s 40 About the Aut h o r 45 About the Institute 46 Su m m a r y in ce the vio l ent breakup of the Federal Repu blic of Yugo s l av ia began in 1991, the chi l d ren of Serbia have suf f ered the debil i t a ting eff ects of wa rtime cond i- Stion s . These include vari ous forms and degrees of deprivati on :s oc i a l , emo ti on- a l ,m oral , and intellectu a l .A comm i t ted group of Serbian psycho l ogists and educ a t ors so u ght to ameli ora te the effects of war on chi l d ren throu gh initia t ing more or less sys- tema tic and exten s ive peace educ a ti on programs in 1992–98. Some of these were intro- duced into Serbian schoo ls in 1996, with the approval of the Serbian Min i s try of Edu c a ti on ,a s part of a Uni ted Nati ons Intern a ti onal Chi l d ren ’s Emergenc y Fun d (UNICEF) project on educ a ti on for peace . One of the program s , “The Goodwill Cla s s room :E l em en t a ry School Programs in Cons tru ct ive Conf l i ct Res o luti on (1993–97),”was headed by the auth or of this report, Ruzica Ros a n d i c , and her coll e a g u e ,Tu n de Kovac- Cerovi c ,bo th profes s ors of educ a ti on a l ps ych o l ogy at the Univers i ty of Belgrade . Rosandic was a seni or fellow in the Jenn i n gs Ran do l ph Program for Intern a ti onal Peace at the Uni ted States Ins ti t ute of Peace in 19 9 7 – 9 8 ,du ring whi ch time she comp l eted the res e a r ch for this report. The report pres ents seven of the peace educ a ti on programs in Serbia ,mos t for pres ch ool and elem en t a ry school studen t s , and shows how they fit into the field of peace educ a ti on more genera lly. Rosandic discusses the meth odo l o gy and content of the pro- grams and pres ents evalu a ti ons of the program s’ effect s . She notes that pea ce educ a ti on can be approached in two ways:a more narrow, fact - orien ted approach and a broader approach orien ted to informal learning of at ti tu de s , valu e s ,a nd behavi or. The programs discussed here belo ng to the latter category.“Serbia n ps ych o l ogists and educ a to rs gave priori ty to programs that enco u ra ge and incorporate acti on ,d i a l og u e ,i nvolvem en t ,coo perati on , and partic i p a ti on ,” Rosandic write s . “This is because such an approach is more congru ent with the message of peace and nonvio l en ce and because it is, in itself ,a way of tea ching both about peace and for peace .” Because the social and pol i tical environ m ent has such an important impact on peace educ a ti on ,R osandic discusses the general mise-en-scène of contem pora ry Serbian soci ety as well as the cha ract eris tics of the Serbian educ a ti onal system ,b efore looking at the pro- grams thems elve s . Part I,“Factor s Conf ron ti ng Peace Educ a ti on Efforts in Serbia ,” loo ks at the broad social and pol i tical factors in Serbia affecting peace educ a ti on program s .Ch a pter 1 exa m- ines the trauma of recent wars on the popu l a ti on ,e s pec i a l ly chi l d ren .Ch a pter 2 exp l ore s the environ m ent in whi ch peace educ a ti on was taugh t ,l ooking speci f i c a lly at the soci a l and pol i tical turm oil in Serbia in the 1990s, a time when “the public sphere was satura ted by threa t s ,ru m ors , and pois onous propa ga n d a .” Rosandic des c ri bes how state paterna l- is m ,c ru de popu l i s m ,a nd a cli en tist system prevai l ed .E du c a tors had to grap ple with the 5 6 Summary st a te ’s implicit argument that the dominant culture of vio l en ce was someh ow “na tu ra l ” and “un avoi d a bl e .” Cha pt er 3 examines the Serbian school system ,i n s tructi on meth od s ,and teach er atti- tudes and expect a ti on s .R osandic introduc es the reader to the schoo l s’ tradi ti onal auth ori- ta rian instructi on met h od s ,l eft over from the days of communist rul e ,in whi ch the teach er transmits his or her special knowled ge ,wh i ch the students then repeat back by rote ,a process that soci a l i z es them to accept auth ori ty, to conform , and to obey. Thi s cha pter also pres en ts the findings of a study of Serbian textboo k s ,wh i ch analyzed strate- gies taught for handling interperson al and intergroup conf l i ct s .T he texts offe red an argu- men t a t ive strate gy for dealing with out- gro u p s ,b acked up by vio l en ce and armed stru ggl e .R etreat from a conf l i ct with outs i ders was not cons i dered .In deed ,n o te s Ros a n d i c ,h i s tory textbooks cont a i n ed only two explicit references to a third- p a r ty medi- ating rol e . A study of the teach e rs thems elves showed an inabil i ty to ela bora te on the nature of conf l i ct and an inabil i ty to manage conf l i ct “due to a tradi ti onal (aggres s ive - a r g u m en t a- tive) understanding of conf l i ct situa ti on s and the use of wit h d ra wal and conf l i ct avoid- an ce as res erve mecha n i s m s .” The social rea l i ty of the school syste m was found to be es s en ti a ll y similar to that of the larger soci et y, Rosandic conclu de s . Part II,“A Look at Peace Educ a ti on Programs in Serbia ,” pres ents seven peace educ a- tion programs implemen t ed prim a ri ly in Serbian pres ch ools and elem en t a ry schoo l s .Th e programs were develop ed based on insights from emp i r ical studies seeking to assess the im p act of the war atmo s ph ere in Serbia on chi l d re n ,i n cluding refu gee s .Ch a pter 4 gives an overview of the progra m s ,i n cluding their goals and meth od .The meth od itself — a n eli c i tive approach to teac hing—was perhaps the most pot ent aspect of the program s ,ad- dressing the core problems of soc i a l i z a ti on in the Serbian school setti n g, Rosandic notes . Among other things,the meth od tran s form ed the teach er ’s role from a domi n a ting to a fac i l i t a ting one and the studen t’ s role from a passive to an active one .Ch a pter 4 also pro- vide s an example of an eli c i tive exerc i s e ,i n tended to help participants expre s s ,i denti f y, and name feeli n gs .
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