| Description |
1 online resource |
| Contents |
Acknowledgements; Contents; List of Figures; Chapter 1: Introduction; 1.1 Hypotheses; 1.2 Lebanon, Northern Ireland and€Macedonia; 1.2.1 Demography; 1.2.2 The Three Conflicts; 1.2.3 Peace Agreements: Consociations and€Education Reforms; 1.3 Methods; 1.4 Chapter Structure; 1.5 Contribution to€Knowledge; Notes; Chapter 2: Power-Sharing and Education Policy in Deeply Divided Societies; 2.1 Individual and€Ethnic Identities; 2.1.1 Social Identity Theory; 2.2 Deeply Divided Societies and€Violent Conflict; 2.2.1 Identity-Based Conflict in€Deeply Divided Societies |
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2.2.2 Group Identities and€Violent Conflict2.3 Conflict Resolution and€Consociation; 2.3.1 Establishment and€Resilience of€Consociations; 2.3.2 Complex Consociations; 2.3.3 The Consociational Paradox and€Its Critiques; 2.4 Why Education?; 2.4.1 Schooling as€Socialisation into a€Myth-Symbol Complex; 2.4.2 Education as€Socialisation into a€Political Order; 2.4.3 Schools and€Identity-Based Conflict; 2.4.4 From War to€Peace; The National Subjects; The Structure of€Schooling; 2.5 Conclusion; Notes; Chapter 3: Compulsory Education in Lebanon, Northern Ireland and Macedonia; 3.1 Lebanon |
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3.1.1 French Mandate (1920-1943)3.1.2 National Pact (1943-1958); 3.1.3 Compromises (1958-1974); 3.1.4 Civil War (1975-1989); 3.1.5 The Taif Agreement and€Beyond (1990-Present); 3.2 Northern Ireland; 3.2.1 Northern Ireland (1920-1947); 3.2.2 Limited Reform (1947-1968); 3.2.3 Troubles (1968-1998); 3.2.4 The Belfast Agreement and€Beyond (1998-Present); 3.3 Macedonia; 3.3.1 As Part of€Yugoslavia (1918-1989); A Serbian Province (1918-1944); The People's Republic of Macedonia (1945-1973); Decentralisation to Dissolution (1974-1990); 3.3.2 Independent Macedonia (1991-2000) |
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3.3.3 The Ohrid Agreement and€Beyond (2001-Present)3.4 Conclusion; Notes ; Chapter 4: Reforming History Education; 4.1 History Education in€Deeply Divided Societies: Theoretical Debates; 4.2 Lebanon; 4.2.1 Mission Impossible; 4.2.2 A State Secret; 4.2.3 Political Disagreement Versus Historical Events; 4.2.4 Fragmented Pasts; 4.3 Northern Ireland; 4.3.1 The 2005 Curriculum and€Its Weaknesses; 4.3.2 An Escapable Connection?; 4.4 Macedonia; 4.4.1 A Proportional Curriculum; 4.4.2 We Are Not Touching History; 4.5 Conclusion; Notes; Chapter 5: Formulating Citizenship Education |
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5.1 Citizenship Education in€Deeply Divided Societies: Theoretical Debates5.2 Lebanon; 5.2.1 Citizenship and€Civic Education; 5.2.2 The Weaknesses of€a€Nationalist Civic Education; 5.2.3 Moral Preaching; 5.3 Northern Ireland; 5.3.1 Elusive Bird: EMU; 5.3.2 Formulating and€Implementing Personal Development and€Mutual Understanding and€Local and€Global Citizenship; 5.3.3 Still 'Patchy': The€Limits of€Personal Development and€Mutual Understanding and€Local and€Global Citizenship; 5.3.4 Transformative, Not Prescriptive; 5.4 Macedonia; 5.4.1 Lost in€the€Curriculum: Civic Education |
| Summary |
This book explores the nexus between education and politics in Lebanon, Northern Ireland, and Macedonia, drawing from an extensive body of original evidence and literature on power-sharing and post-conflict education in these post-conflict societies, as well as the repercussions that emerged from the end of civil war. This book demonstrates that education policy affects the resilience of political settlements by helping reproduce and reinforce the mutually exclusive religious, ethnic, and national communities that participated in conflict and now share political power. Using curricula for subjects-such as history, citizenship education, and languages-and structures like the existence of state-funded separate or common schools, Fontana shows that power-sharing constrains the scope for specific education reforms and offers some suggestions for effective ones to aid political stability and reconciliation after civil wars |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Online resource; title from PDF title page (EBSCO, viewed September 22, 2016) |
| Subject |
Education, Compulsory -- Political aspects
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EDUCATION -- Administration -- General.
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EDUCATION -- Educational Policy & Reform -- General.
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| Form |
Electronic book
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| ISBN |
9783319314266 |
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3319314262 |
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