Peace Education in a Conflict-Affected Society: An Ethnographic Journey
PUBLISHER: Cambridge University Press
DATE PUBLISHED: May 2016
Peace education initiatives have been subject to heated public debate and so far the complexities involved have not been fully understood. This multilayered analysis examines how teachers negotiate ideological, pedagogical and emotional challenges in their attempts to enact a peace education policy. Focusing primarily on the case study of conflict-affected Cyprus, Michalinos Zembylas, Constadina Charalambous and Panayiota Charalambous situate the Cypriot case within wider theoretical and methodological debates in the field and explore the implications of their findings for theory and practice. Building on current anthropological approaches, the authors use insights from policy studies and sociolinguistics to examine peace education agendas and the ways these are shaped by the dynamics of local politics and classroom practices. This study will be valuable reading for researchers of peace and policy studies as well as for practitioners and policy makers involved in introducing peace education initiatives that challenge teachers’ long-held beliefs.
- Provides an extensive overview of the life cycle of a peace education policy
- Offers a robust analytical framework for examining the multilayered challenges teachers face when asked to implement peace education agendas in their classrooms
- Explains how peace education, despite good intentions, may often reinforce ethnic and cultural boundaries with potentially significant consequences for students from diverse ethnic, cultural or religious backgrounds
- Enriches current anthropological approaches to peace education with insights from policy studies and linguistic ethnography