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Teaching and learning hatred: The ro...

University of California, Santa Barbara.

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Teaching and learning hatred: The role of education and socialization in Sri Lankan ethnic conflict.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teaching and learning hatred: The role of education and socialization in Sri Lankan ethnic conflict./
作者:	Perera, Liyana Atukoralage Sasanka.
面頁冊數:	384 p.
附註:	Source: Dissertation Abstracts International, Volume: 52-11, Section: A, page: 3985.
Contained By:	Dissertation Abstracts International52-11A.
標題:	Anthropology, Cultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9211524

Teaching and learning hatred: The role of education and socialization in Sri Lankan ethnic conflict.
Perera, Liyana Atukoralage Sasanka.

Teaching and learning hatred: The role of education and socialization in Sri Lankan ethnic conflict. - 384 p.

Source: Dissertation Abstracts International, Volume: 52-11, Section: A, page: 3985.

Thesis (Ph.D.)--University of California, Santa Barbara, 1991.

Finally, university admission quotas are reserved for Sinhalese students at the expense of Tamils. Because Sinhala has been declared the national language, those educated in Sinhala are guaranteed most of the state sector employment opportunities.Subjects--Topical Terms:

735016
Anthropology, Cultural.

Teaching and learning hatred: The role of education and socialization in Sri Lankan ethnic conflict.
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245 1 0 $a Teaching and learning hatred: The role of education and socialization in Sri Lankan ethnic conflict.
300 $a 384 p.
500 $a Source: Dissertation Abstracts International, Volume: 52-11, Section: A, page: 3985.
502 $a Thesis (Ph.D.)--University of California, Santa Barbara, 1991.
520 $a Finally, university admission quotas are reserved for Sinhalese students at the expense of Tamils. Because Sinhala has been declared the national language, those educated in Sinhala are guaranteed most of the state sector employment opportunities.
520 $a This analysis explains how these processes have helped to create inter-ethnic conflict in Sri Lanka and proceeds with limited recommendations to rectify the situation.
520 $a Thus the organization of schools, the role of teachers, the content of textbooks, socialization and the politics of education form an inter-related process which has seriously harmed inter-ethnic relations in Sri Lanka.
520 $a The ethnic conflict between the Sinhalese and Tamils has cost more than 60,000 Sri Lankan lives. It has also ushered in many forms of political violence that have created a volatile gun-culture in Sri Lanka. Despite the tragic level the conflict has reached in terms of its social and human cost, it has failed to attract much international attention and has eluded solution. Sri Lankans themselves do not properly understand the roots of their conflict. A creation of this century, it results from many factors, among them religious and language differences, ethnic politics, differential interpretations of history, myth-making, competition for scarce resources, education, and socialization.
520 $a Sri Lanka is largely a voluntarily segregated society on the basis of ethnicity. This situation is replicated in schools where Sinhalese and Tamil students are required by law to be educated in their respective languages. To a lesser extent there is also religious segregation in schools. In such schools students and teachers who belong to similar ethnic or religious groups cultivate notions of ethnic and religious superiority. In an ethnically polarized society schools are the most practical means of integration and reconciliation, an avenue which has been destroyed in Sri Lanka.
520 $a Teachers are not trained to handle the challenges of a multiethnic society. Neither do they have the will to provide suitable programs themselves. Sri Lankan teachers exert great influence on their students. But lack of training, will and national policy cause teachers to create animosity between Sinhalese and Tamils students. In addition teachers are themselves products of a segregated education system and perpetuate its negative effects.
520 $a Most Sinhala medium textbooks and English readers are written to portray notions of Sinhalese-Buddhist dominance. These texts depict Tamils as the traditional enemies of the Sinhalese and through the use of popular myths, symbols, and biased historiography, justify violence against Tamils.
520 $a Texts, teachers and the structural organization of schools reinforce the negative attitudes students have already encountered through socialization in the society. The media also plays an important role in socialization which reinforces negative attitudes about Tamils.
590 $a School code: 0035.
650 4 $a Anthropology, Cultural. $3 735016
650 4 $a Education, Sociology of. $3 626654
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
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710 2 $a University of California, Santa Barbara. $3 1017586
773 0 $t Dissertation Abstracts International $g 52-11A.
790 $a 0035
791 $a Ph.D.
792 $a 1991
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9211524