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16- Addressing Ethnic Conflict Through Peace Education 1403971684ts01.qxd 3-1-07 08:27 PM Page i Addressing Ethnic Conflict through Peace Education This page intentionally left blank 1403971684ts01.qxd 3-1-07 08:27 PM Page iii Addressing Ethnic Conflict through Peace Education I NTERNATIONAL P ERSPECTIVES Editors Zvi Bekerman Claire McGlynn 1403971684ts01.qxd 3-1-07 08:27 PM Page iv ADDRESSING ETHNIC CONFLICT THROUGH PEACE EDUCATION © Zvi Bekerman and Claire McGlynn, 2007. All rights reserved. No part of this book may be used or reproduced in any manner whatsoever without written permission except in the case of brief quotations embodied in critical articles or reviews. First published in 2007 by PALGRAVE MACMILLAN™ 175 Fifth Avenue, New York, N.Y. 10010 and Houndmills, Basingstoke, Hampshire, England RG21 6XS Companies and representatives throughout the world. PALGRAVE MACMILLAN is the global academic imprint of the Palgrave Macmillan division of St. Martin’s Press, LLC and of Palgrave Macmillan Ltd. Macmillan® is a registered trademark in the United States, United Kingdom and other countries. Palgrave is a registered trademark in the European Union and other countries. ISBN-13: 978–1–4039–7168–5 ISBN-10: 1–4039–7168–4 Library of Congress Cataloging-in-Publication Data Addressing ethnic conflict through peace education : international perspectives / edited by Zvi Bekerman and Claire McGlynn. p. cm. Includes bibliographical references and index. ISBN 1–4039–7168–4 (alk. paper) 1. Peace—Study and teaching—Case studies. 2. Ethnic conflict—Case studies. 3. Conflict management—Case studies. I. Bekerman, Zvi. II. McGlynn, Claire. JZ5534.A33 2007 303.6'6—dc22 2006050735 A catalogue record for this book is available from the British Library. Design by Newgen Imaging Systems (P) Ltd., Chennai, India. First edition: April 2007 10987654321 Printed in the United States of America. 1403971684ts01.qxd 3-1-07 08:27 PM Page v Contents List of Figures and Tables ix Acknowledgments xi List of Contributors xiii Introduction 1 Zvi Bekerman and Claire McGlynn Section I Systemic Issues One Desegregation and Resegregation: The Legacy of Brown versus Board of Education, 1954 9 Tony Gallagher Two Moving from Piecemeal to Systemic Approaches to Peace Education in Divided Societies: Comparative Efforts in Northern Ireland and Cyprus 21 Laurie Shepherd Johnson Three Multiple Realities and the Role of Peace Education in Deep-Rooted Conflicts: The Case of Cyprus 35 Maria Hadjipavlou Four Reconciliation and Peace in Education in South Africa: The Constitutional Framework and Practical Manifestation in School Education 49 Elmene Bray and Rika Joubert Section II Teachers and Students Five Color Coded: How Well Do Students of Different Race Groups Interact in South African Schools? 63 Saloshna Vandeyar and Heidi Esakov 1403971684ts01.qxd 3-1-07 08:27 PM Page vi vi / contents Six Challenges in Integrated Education in Northern Ireland 77 Claire McGlynn Seven Developing Palestinian-Jewish Bilingual Integrated Education in Israel: Opportunities and Challenges for Peace Education in Conflict Societies 91 Zvi Bekerman Eight Peace Education in a Bilingual and Biethnic School for Palestinians and Jews in Israel: Lessons and Challenges 107 Ilham Nasser and Mohammed Abu-Nimer Nine Is the Policy Sufficient? An Exploration of Integrated Education in Northern Ireland and Bilingual/Binational Education in Israel 121 Joanne Hughes and Caitlin Donnelly Section III Curriculum and Pedagogy Ten Education for Peace: The Pedagogy of Civilization 137 H.B. Danesh Eleven Learning to Do Integrated Education: “Visible” and “Invisible” Pedagogy in Northern Ireland’s Integrated Schools 161 Chris Moffat Twelve From War to Peace: An Analysis of Peace Efforts in the Ife/Modakeke Community of Nigeria 173 Francisca Aladejana Section IV Adult Education Thirteen Toward Sustainable Peace Education: Theoretical and Methodological Frameworks of a Program in South Africa 187 Tim Houghton and Vaughn John Fourteen Learning and Unlearning on the Road to Peace: Adult Education and Community Relations in Northern Ireland 201 Paul Nolan Section V Teacher Education Fifteen The Reconstruction of the Teacher’s Psyche in Rwanda: The Theory and Practice of Peace Education at Kigali Institute of Education 215 George K. Njoroge 1403971684ts01.qxd 3-1-07 08:27 PM Page vii contents / vii Sixteen Post-Soviet Reconstruction in Ukraine: Education for Social Cohesion 231 Tetyana Koshmanova and Gunilla Holm Seventeen Teacher Preparation for Peace-Building in United States of America and Northern Ireland 245 Candice C. Carter Index 259 This page intentionally left blank 1403971684ts01.qxd 3-1-07 08:27 PM Page ix List of Figures and Tables Figures 13.1 CAE Peace Education Program 191 17.1 Continuum of Education Approaches to Cross-Cultural Peace Building 254 Tables 5.1 Profile of Schools 66 8.1 Language Fluency 115 12.1 Percentage Response on Assessment of Teaching Strategies 178 12.2 Imbibing the Culture of Peace from Social Studies 180 17.1 NAME Criteria for Evaluating Curriculum Standards 249 This page intentionally left blank 1403971684ts01.qxd 3-1-07 08:27 PM Page xi Acknowledgments We want to express our deep sense of appreciation, first and foremost to Alan Slifka and the Alan B. Slifka Foundation (United States of America) for their substantive support throughout all stages of the initiative, which allowed the group of scholars represented in this volume to come together and discuss their perspectives on the multiple and complex issues that burden sustained educational efforts toward peace in areas of protracted conflict. On a more personal note, we wish to thank Sarah Silver, the Slifka Foundation director, for her guidance and support in planning the conference and helping us focus on the needs of the field in all that concerns peace and coexistence education. Thanks and appreciation are also much in place to the Melton Centre for Jewish Education, the Truman Institute for the Advancement of Peace, and the Swiss Center for Conflict Resolution, all located at the Hebrew University (HU) in Jerusalem. We are also grateful to Stranmillis University College and the School of Education, Queen’s University, Belfast for their continuous support and encouragement in bringing this initiative to fruition. Again, specific individuals associated with these institutions deserve our recognition. Dr. Howard Deitcher, Professor Eyal Ben-Ari, Professor Yaakov Bar-Siman-Tov (respectively from the HU), Professor Richard McMinn and Dr. Les Caul of Stranmillis University College and Professor Tony Gallagher of the School of Education, Queen’s University. We also wish to thank Julia Schlam-Salman, an outstanding graduate student at the HU. She had a leading role in the coordination of this project beginning with the conference and concluding with the publication of this volume. Coordinating is undoubtedly one of Julia’s strengths but mostly we benefited from her critical and insightful mind that, throughout, chal- lenged and bettered our work. Finally, we owe thanks and recognition to Professor Alan Smith from the UNESCO Centre, University of Ulster and his matchmaking skills that enabled us to ultimately became friends and coinitiators/conveyers/authors of this challenging and fruitful initiative. Zvi Bekerman and Claire McGlynn This page intentionally left blank 1403971684ts01.qxd 3-1-07 08:27 PM Page xiii List of Contributors Francisca Aladejana Obafemi Awolowo University (Ile-Ife, Nigeria) Dr. Aladejana is a senior lecturer in the Faculty of Education, Obafemi Awolowo University, Ile-Ife, Nigeria. Her area of specialization and research interests include science education, gender studies, and early childhood education and peace educa- tion. She is currently the acting Director of the Institute of Education, Obafemi Awolowo University, Ile-Ife. Mohammed Abu-Nimer American University (Washington DC, United States) Dr. Abu-Nimer is an associate professor at the American University’s School of International Service in International Peace and Conflict Resolution and Director of the Peacebuilding and Development Institute. He is an expert on conflict resolution and dialogue for peace and cofounder/coeditor of the Journal Peacebuilding and Development. Recent publications include: Reconciliation, Coexistence, and Justice in Interethnic Conflicts (2001) and Peacebuilding and Nonviolence in Islamic Context: Theory and Practice (2003). Zvi Bekerman The Hebrew University (Jerusalem, Israel) Bekerman teaches anthropology of education at the School of Education and the Melton Center, Hebrew University of Jerusalem. He is also a Research Fellow at the Truman Institute for the Advancement of Peace, Hebrew University. His main inter- ests are in the study of cultural, ethnic, and national identity, including identity processes and negotiation during intercultural encounters and in formal/informal learning contexts. Since 1999 he has been conducting a long-term ethnographic research project in the integrated/bilingual Palestinian-Jewish schools in Israel. He has also recently become involved in the study of identity construction and develop- ment in educational computer-mediated environments. He is the coeditor (with Seonaigh Macpherson of Diasora, Indigenous, and Minority Education: A International Journal (Lea, 2007) and his most recent book is Learning in Places: The Informal Educational Reader (Peter Lang, 2006) (edited together with Nicholas Burbules and Diana Keller Silverman). 1403971684ts01.qxd 3-1-07 08:27 PM Page xiv xiv / list of contributors Elmene Bray University of South Africa
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