1 1 The Role of Education in Reconciliation The Perspectives of Children and Young People in Bosnia and Herzegovina and Northern Ireland Clare Magill Alan Smith Brandon Hamber “A big question, I think, particularly now, is how are questions of the Troubles going to be taught in schools in Northern Ireland.” 25 year old male, Northern Ireland 1. Executive Summary .............................................................................................. 01 2. Acknowledgements .............................................................................................. 09 3. Introduction ........................................................................................................ 11 About this Project ................................................................................................. 11 4. Methodology ...................................................................................................... 19 5. Findings ............................................................................................................. 25 Experience of conflict ............................................................................................. 25 Impact of conflict on schooling ................................................................................. 37 Understanding of conflict ........................................................................................ 43 Sources of awareness and understanding of conflict ....................................................... 50 What do young people say about reconciliation? .......................................................... 66 The role of education in reconciliation ........................................................................ 77 6. In their own words… Children and Young People’s Hopes for the Future .......................... 101 7. “If you had one question you wanted an answer to, what would it be..?” ............................. 105 Northern Ireland respondents’ questions about the Troubles ............................................ 105 8. Conclusions and Recommendations ......................................................................... 107 9. Appendix: Feedback from Education and Reconciliation Conference ............................... 117 10. References ........................................................................................................ 128 11. Contributors ..................................................................................................... 130 2 2 1. Executive Summary 01 This study highlights the Findings important role that education can 1. Experience of conflict play in helping children and young people both to understand the In Bosnia and Herzegovina, the key themes violent past and to contribute to a emerging related to children and young people’s experiences of the 1992-1995 war were the shared and more peaceful future impact of displacement, separation and fear. in societies emerging from There were significant experiential differences in conflict. In both Northern Ireland relation to children and young people’s experiences of the war depending upon whether and Bosnia and Herzegovina , they remained in Bosnia and Herzegovina during interviews were conducted with the war or were displaced, internally or 24-25 year olds, 16-18 year olds externally, as a result of the war. and eleven year olds. The findings With regard to children and young people’s from this study provide insight experiences of the Troubles in Northern Ireland, into the experiences and there were significant experiential differences depending on two main factors, namely where perspectives of children and respondents lived and what their parents’ young people in both regions with relationship was to the conflict (for example, if regard to the role of education in they were involved in the army or police service, if they were ex-prisoners, etc.). reconciliation. Unlike in Bosnia and Herzegovina where only the oldest respondents (24-25 age group) had clear memories of the war, experience of the Troubles in Northern Ireland was not limited to any one age group. 2. Impact of conflict on schooling In Bosnia and Herzegovina, children and young people’s schooling was hugely disrupted by the war. For some respondents, schooling stopped altogether for a period of weeks or months. Other respondents were forced to change school, often multiple times, as a result of being displaced – internally, within Bosnia and 022 Herzegovina, or externally, for example to 4. Sources of awareness and Croatia or Germany. The interview transcripts understanding of conflict also highlight the challenges for refugee children in being accepted when relocated to other areas. In both Bosnia and Herzegovina and Northern Ireland, children and young people’s main In Northern Ireland, the impact of the conflict on sources of information about the war/Troubles schooling was much less obvious, but was were: nevertheless apparent. School uniforms and - Adults (parents, grandparents, teachers); particular sporting equipment, for example - Personal experience (depending on age); camogie sticks, were seen as clearly identifying - Media; young people as Catholic or Protestant, and - School (subjects such as History, Religion, therefore exposing them to the threat of Politics, Personal Development). sectarian bullying and intimidation. Some respondents had themselves witnessed or Very few respondents reported discussing the experienced such bullying. conflict with their friends. In Northern Ireland, respondents also suggested that the physical 3. Understanding of the Troubles in Northern surroundings in which children and young people Ireland /war in Bosnia and Herzegovina grow up have an impact on their awareness, knowledge and understanding of the Troubles. In general, respondents in both Northern Ireland and Bosnia and Herzegovina struggled to explain It is clear from respondents’ responses that for the conflict in their region. In Bosnia and many people in Bosnia and Herzegovina the war Herzegovina, nationalist aggression and a desire remains a difficult, often painful topic of for independence were the most frequently cited conversation. reasons for the war. In Northern Ireland, the picture was less clear, with respondents citing a In Northern Ireland, the majority of respondents combination of political, religious and historic in the 24-25 age group believed that the roots of the conflict. In both regions, Troubles were not adequately addressed when respondents described the conflict using terms they were at school. such as “stupid”, “absurd” and “shameful”. 5. What do young people say about In both regions, respondents in the oldest age reconciliation? group tended to have the most sophisticated understanding of the causes of the conflict. The The young people interviewed had strong views eleven year olds in both regions were least sure about the concept of reconciliation. The issues about the causes of the conflict. The majority of that they seemed most animated about with the eleven year olds interviewed in Northern regard to the concept were building relationships Ireland believed that the Troubles were caused and dealing with the past. by religion. 03 The 24-25 year olds interviewed in Northern they feel politicians perpetuate division rather Ireland seemed to have very developed ideas than help overcome it. about dealing with the past in their society and the problems inherent in it (e.g. justice, 6. The role of education in reconciliation victimhood, memorialisation). Dealing with the past was an important issue to the young people Despite a number of qualifications, there was interviewed in Bosnia and Herzegovina, but broad agreement among respondents in both given the impact of the war and political Bosnia and Herzegovina and Northern Ireland instability, they felt that ‘talking about the past’ that reconciliation - in particular, the issue of was the first step to reconciliation. dealing with the past - should be addressed directly in schools . The eleven year olds interviewed in Northern Ireland seemed to have a very limited knowledge In Bosnia and Herzegovina, respondents tended of political issues in the society. In contrast, this to emphasise the need for contact between age group had fairly sophisticated views in schools with pupils of different Bosnia and Herzegovina, recognising at their ethnicities/nationalities, for example through young age, for example, the way the political school exchanges. By contract, in Northern structures limit possibilities for reconciliation and Ireland respondents pointed to the need for that the war still has a legacy. schools to be more mixed. Respondents seemed to understand the values The use of interactive teaching methodologies implicit in reconciliation processes. This raises and multiple teaching and learning resources questions about education aimed at was recommended by respondents in both reconciliation. Arguably it should focus on regions in order to make learning about the war practical ways of building relationships and in Bosnia and Herzegovina and the Troubles in dealing with difficult situations rather than the Northern Ireland more interesting. Inviting guest transmission of values. speakers and taking pupils on visits to war/conflict-affected areas were also seen as Economic insecurity, particularly in Bosnia and potentially beneficial. Herzegovina, was seen by young people as a major impediment to building a lasting peace There was consensus among respondents that and