Is schooling a potential catalyst for the outbreak of identity-based conflict? How can education contribute to social and civic reconstruction, particularly in societies emerging from violent internal conflict? This book explores these questions and more in societies as diverse as Bosnia and Herzegovina and Guatemala, Lebanon and Mozambique, Northern Ireland, Rwanda and Sri Lanka. Each of the studies examines the importance of curriculum policy in reconstructing social and civic identities and the challenges that confront policymakers when changing definitions of national citizenship. These challenges range from language policies in multilingual and multicultural societies, to the sensitive issue of the reinterpretation of national history, and the development common citizenship and shared destiny.
Also available in the Studies in Comparative Education series
MOTS CLES · Éducation · Politique éducative