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Education policy and power-sharing i...

Fontana, Giuditta.

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Education policy and power-sharing in post-conflict societies = Lebanon, Northern Ireland, and Macedonia /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Education policy and power-sharing in post-conflict societies/ by Giuditta Fontana.
Reminder of title:	Lebanon, Northern Ireland, and Macedonia /
Author:	Fontana, Giuditta.
Published:	Cham :Springer International Publishing : : 2017.,
Description:	xii, 317 p. :ill., digital ;24 cm.
[NT 15003449]:	1 Introduction -- 2 Consociation and Education policy in Deeply Divided Societies -- 3 Compulsory Education in Lebanon, Northern Ireland and Macedonia -- 4 Reforming History Education -- 5 Formulating Citizenship Education -- 6 Languages of Instruction -- 7 Intergroup Contact and Separation in Schools -- Conclusion: Separate to Unite.
Contained By:	Springer eBooks
Subject:	Education, Compulsory - Political aspects. -
Online resource:	https://doi.org/10.1007/978-3-319-31426-6
ISBN:	9783319314266

Education policy and power-sharing in post-conflict societies = Lebanon, Northern Ireland, and Macedonia /
Fontana, Giuditta.

Education policy and power-sharing in post-conflict societiesLebanon, Northern Ireland, and Macedonia /[electronic resource] :by Giuditta Fontana. - Cham :Springer International Publishing :2017. - xii, 317 p. :ill., digital ;24 cm.

1 Introduction -- 2 Consociation and Education policy in Deeply Divided Societies -- 3 Compulsory Education in Lebanon, Northern Ireland and Macedonia -- 4 Reforming History Education -- 5 Formulating Citizenship Education -- 6 Languages of Instruction -- 7 Intergroup Contact and Separation in Schools -- Conclusion: Separate to Unite.

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.

ISBN: 9783319314266

Standard No.: 10.1007/978-3-319-31426-6doiSubjects--Topical Terms:

3409898
Education, Compulsory
--Political aspects.

LC Class. No.: LC129

Dewey Class. No.: 379.23

Education policy and power-sharing in post-conflict societies = Lebanon, Northern Ireland, and Macedonia /
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245 1 0 $a Education policy and power-sharing in post-conflict societies $h [electronic resource] : $b Lebanon, Northern Ireland, and Macedonia / $c by Giuditta Fontana.
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505 0 $a 1 Introduction -- 2 Consociation and Education policy in Deeply Divided Societies -- 3 Compulsory Education in Lebanon, Northern Ireland and Macedonia -- 4 Reforming History Education -- 5 Formulating Citizenship Education -- 6 Languages of Instruction -- 7 Intergroup Contact and Separation in Schools -- Conclusion: Separate to Unite.
520 $a 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.
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