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This book explores the role education has played in fostering or
hindering reconciliation between groups divided by violent and/or
social conflict. What is the relationship between education and
reconciliation initiatives? Who encourages and enacts it and who
discourages and detracts from it? Do reconciliatory educational
practices offer any insight into the nature of reconciliation as a
process? Drawing on international research in numerous countries,
including Bosnia Herzegovina, Rwanda, South Africa, Jordan, Peru
and the USA, the contributors consider, conceptually and
empirically, the role of education in reconciling societies, groups
and individuals divided by conflict. These case studies expand
conceptual and empirical understandings of the understudied
relationship between education and reconciliation and its potential
for addressing and repairing the divisions of conflict. Each
chapter contains a summary of the key points and issues within the
chapter to enable easy navigation, key relevant and contemporary
questions to encourage you to actively engage with the material and
an annotated list of suggested further reading to support you to
take your exploration further. A companion website supports the
text and provides updates and additional resources. This series
presents an authoritative, coherent and focused collection of texts
to introduce and promote the notion of education as a humanitarian
response as a prime function of educational activity. The series
takes a holistic interpretation of education, dealing not only with
formal schooling and other systemic provisions in the mainstream,
but rather with educational reality - teaching and learning in
whatever form it comes at any age.
Bringing together the perspectives of researchers, policy makers,
activists, educators and practitioners, this book critically
interrogates the Western-centric assumptions underpinning education
and development agendas and the colonial legacies of violence they
often uphold. The book considers the crucial connection between the
idea of sustainable futures and the demand to decolonise education.
Containing an innovative mixture of text, stories and poetry, it
explores how decolonised futures can be conceived and enacted,
offering theoretical and practical examples, including from
practice in educational and cultural organisations. In doing so,
the book highlights education's potential role in facilitating
processes of reparative justice that can contribute to decolonised
futures.
This book explores the role education has played in fostering or
hindering reconciliation between groups divided by violent and/or
social conflict. What is the relationship between education and
reconciliation initiatives? Who encourages and enacts it and who
discourages and detracts from it? Do reconciliatory educational
practices offer any insight into the nature of reconciliation as a
process? Drawing on international research in numerous countries,
including Bosnia Herzegovina, Rwanda, South Africa, Jordan, Peru
and the USA, the contributors consider, conceptually and
empirically, the role of education in reconciling societies, groups
and individuals divided by conflict. These case studies expand
conceptual and empirical understandings of the understudied
relationship between education and reconciliation and its potential
for addressing and repairing the divisions of conflict. Each
chapter contains a summary of the key points and issues within the
chapter to enable easy navigation, key relevant and contemporary
questions to encourage you to actively engage with the material and
an annotated list of suggested further reading to support you to
take your exploration further. A companion website supports the
text and provides updates and additional resources. This series
presents an authoritative, coherent and focused collection of texts
to introduce and promote the notion of education as a humanitarian
response as a prime function of educational activity. The series
takes a holistic interpretation of education, dealing not only with
formal schooling and other systemic provisions in the mainstream,
but rather with educational reality - teaching and learning in
whatever form it comes at any age.
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