Peace Education in Conflict and Post-Conflict Societies pal-mcglynn-00fm.indd i 1/22/09 3:17:43 PM Previous Publications Zvi Bekerman (Ed.) Cultural Education-Cultural Sustainability: Identity, Tolerance, and Multicultural Issues in Minority, Diaspora, and Indigenous education (2008) Mirror Images: Popular Culture and Education (2008) Learning in Places: The Informal Educational Reader (2006) Zvi Bekerman and Claire McGlynn (Eds.) Addressing Ethnic Conflict through Peace Education: International Perspectives (2007) Tony Gallagher Education in Divided Societies (2004) Michalinos Zembylas The Politics of Trauma in Education (2008) Five Pedagogies, A Thousand Possibilities: Struggling for Hope and Transformation in Education (2007) Teaching with Emotion: A Postmodern Enactment (2005) pal-mcglynn-00fm.indd ii 1/22/09 3:17:43 PM Peace Education in Conflict and Post-Conflict Societies Comparative Perspectives Edited by Claire McGlynn, Michalinos Zembylas, Zvi Bekerman, and Tony Gallagher pal-mcglynn-00fm.indd iii 1/22/09 3:17:43 PM peace education in conflict and post-conflict societies Copyright © Claire McGlynn, Michalinos Zembylas, Zvi Bekerman, and Tony Gallagher, 2009. All rights reserved. First published in 2009 by PALGRAVE MACMILLAN® in the United States—a division of St. Martin’s Press LLC, 175 Fifth Avenue, New York, NY 10010. Where this book is distributed in the UK, Europe and the rest of the world, this is by Palgrave Macmillan, a division of Macmillan Publishers Limited, registered in England, company number 785998, of Houndmills, Basingstoke, Hampshire RG21 6XS. Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world. Palgrave® and Macmillan® are registered trademarks in the United States, the United Kingdom, Europe and other countries. ISBN-13: 978-0-230-60842-9 ISBN-10: 0-230-60842-6 Peace education in conflict and post-conflict societies : comparative perspectives / edited by Claire McGlynn ... [et al.]. p. cm. Includes index. ISBN 0-230-60842-6 1. Peace—Study and teaching. 2. Conflict management. 3. Postwar reconstruction. I. McGlynn, Claire. JZ5534.P4273 2009 303.6'6—dc22 2008034768 A catalogue record of the book is available from the British Library. Design by Scribe Inc. First edition: April 2009 10 9 8 7 6 5 4 3 2 1 Printed in the United States of America. pal-mcglynn-00fm.indd iv 1/22/09 3:17:43 PM Contents Acknowledgments ix Introduction 1 Claire McGlynn Part I Approaches to Peace Education: Comparative Lessons 5 Tony Gallagher 1 Negotiating Cultural Difference in Divided Societies: An Analysis of Approaches to Integrated Education in Northern Ireland 9 Claire McGlynn 2 Grassroots Voices of Hope: Educators’ and Students’ Perspectives on Educating for Peace in Post-conflict Burundi 27 Elavie Ndura-Ouedraogo 3 The Emergence of Human Rights Education amid Ethnic Conflict in the Dominican Republic 43 Monisha Bajaj and Cheila Valera Acosta 4 From Conflict Society to Learning Society: Lessons from the Peace Process in Northern Ireland 59 Paul Nolan 5 Peace, Reconciliation, and Justice: Delivering the Miracle in Post-apartheid Education 75 Pam Christie pal-mcglynn-00fm.indd v 1/22/09 3:17:43 PM vi Contents Part II Peace Education and Contact: Introduction 89 Zvi Bekerman 6 Social Context and Contact Hypothesis: Perceptions and Experiences of a Contact Program for Ten- to Eleven-year- old Children in the Republic of Macedonia 93 Ana Tomovska 7 “Smoking Doesn’t Kill; It Unites!”: Cultural Meanings and Practices of “Mixing” at the Gymnasium Mostar in Bosnia and Herzegovina 109 Azra Hromadzic 8 The Cultural Psychology of American-based Coexistence Programs for Israeli and Palestinian Youth 127 Phillip L. Hammack 9 Toward the Development of a Theoretical Framework for Peace Education Using the Contact Hypothesis and Multiculturalism 145 Ulrike Niens 10 Promoting Reconciliation through Community Relations Work: A Comparison among Young People in Belfast, Northern Ireland, and Vukovar, Croatia 161 Ankica Kosic and Jessica Senehi Part III Curriculum and Pedagogy: Introduction 179 Michalinos Zembylas 11 Inventing Spaces for Critical Emotional Praxis: The Pedagogical Challenges of Reconciliation and Peace 183 Michalinos Zembylas 12 Arab and Jewish Students’ Participatory Action Research at the University of Haifa: A Model for Peace Education 199 Tamar Zelniker, Rachel Hertz-Lazarowitz, Hilla Peretz, Faisal Azaiza, and Ruth Sharabany 13 Deliberative History Classes for a Post-conflict Society: Theoretical Development and Practical Implication through International Education in United World College in Bosnia and Herzegovina 215 Pilvi Torsti and Sirkka Ahonen pal-mcglynn-00fm.indd vi 1/22/09 3:17:43 PM Contents vii 14 “Yeah, It Is Important to Know Arabic—I Just Don’t Like Learning It”: Can Jews Become Bilingual in the Palestinian-Jewish Integrated Bilingual Schools? 231 Zvi Bekerman 15 Teacher Preparation for Peace Education in South Africa and the United States: Maintaining Commitment, Courage, and Compassion 247 Candice C. Carter and Saloshna Vandeyar Contributors 263 Index 271 pal-mcglynn-00fm.indd vii 1/22/09 3:17:43 PM This page intentionally left blank Acknowledgments We want to express our deep gratitude to the World Council of Com- parative Education Societies, which provided the venue in its Sarajevo Conference (September 2007) for presenting a number of symposia titled “Transition, Conflict and Post-Conflict Societies.” These symposia con- stituted the initiation of this writing project. We are grateful to Palgrave Macmillan for undertaking this project and particularly to our editor, Julia Cohen, for providing support throughout all the stages of this effort. Many thanks are also offered to our respective institutions for their continuing support and encouragement by providing us with the “space” to conduct our research and writing: the School of Education at Queen’s University Belfast, the Open University of Cyprus, the Melton Centre for Jewish Education, and the Truman Institute for the Advancement of Peace at the Hebrew University in Jerusalem. pal-mcglynn-00fm.indd ix 1/22/09 3:17:43 PM This page intentionally left blank Introduction Claire McGlynn It is widely acknowledged that one model of peace education (Bekerman & McGlynn, 2007; Harris & Morrison, 2003; Salomon & Nevo, 2002) or educational response to conflict (Gallagher, 2004; Davies, 2004) can- not possibly fit all societies. Why then put together an edited collection of papers that represent widely differing contextual situations if models are not transferable? The answer is this: while the number and range of international peace programs continue to proliferate, there is a marked absence of interdisciplinary and comparative research to guide academic development and inform practice in this challenging arena. It is these deficits that the present volume aims to address. This book continues the project started with Addressing Ethnic Conflict Through Peace Education: International Perspectives (Bekerman & McGlynn, 2007) by drawing on a wide range of theoretical, methodological, and contextual perspec- tives and hence resisting the constraints and limitations of remaining only within one area of academic turf. Rather than focus on ad hoc peace education efforts, this book further investigates the need for long-term, systemic approaches and innovative pedagogies. While actively acknowl- edging and problematizing the complexity of human interaction and the restraints imposed by sociopolitical and historical contexts, it teases out not a blueprint for peace education, but rather principles, insights, and lessons learned that are of use to policy makers and practitioners in the development of peace education. In particular it considers the enactment of peace education, not just in conflict or low-conflict situations, but also in post-conflict and pre-conflict contexts. Fresh insights are provided into well-researched countries such as South Africa, Israel, and Northern Ire- land, in addition to thought-provoking considerations of countries such as Burundi, Macedonia, the Dominican Republic, and Cyprus, which have been less well-represented in the peace education literature. Perspec- tives on formal, informal, and adult education are all offered, illustrating the various types as well as contexts of peace education. This project was initiated with a series of papers presented at a number of symposia titled “Transition, Conflict and Post-conflict Societies” at pal-mcglynn-00Intro.indd 1 1/19/09 12:09:47 PM 2 Claire McGlynn a conference of the World Council of Comparative Education Societies Conference in Sarajevo in September 2007. A subsequent further call for papers allowed for an extensive peer-review process that has brought together a truly excellent group of scholars whose writing is richly illus- trated by case studies of the very wide range of societies in which they work. As such, the volume engages directly with peace education practice in contexts variously affected by conflict. The chapters are organized into three parts, namely, “Approaches to Peace Education: Comparative Lessons,” “Peace Education and Con- tact,” and “Curriculum and Pedagogy.” Each part is introduced by an editorial commentary that clearly situates the chapters in a broader con- text and highlights the aspects that can be gleaned from these particular cross-country evaluations. As such, attention is drawn by the editors to a number of important transnational comparative issues relating to each of the