Education policy and power-sharing in post-conflict societies : Lebanon, Northern Ireland, and Macedonia /: Lebanon, Northern Ireland, and Macedonia. ([2017])
- Record Type:
- Book
- Title:
- Education policy and power-sharing in post-conflict societies : Lebanon, Northern Ireland, and Macedonia /: Lebanon, Northern Ireland, and Macedonia. ([2017])
- Main Title:
- Education policy and power-sharing in post-conflict societies : Lebanon, Northern Ireland, and Macedonia
- Further Information:
- Note: Giuditta Fontana.
- Authors:
- Fontana, Giuditta
- Contents:
- Acknowledgements; Contents; List of Figures; Chapter 1: Introduction; 1.1 Hypotheses; 1.2 Lebanon, Northern Ireland and€Macedonia; 1.2.1 Demography; 1.2.2 The Three Conflicts; 1.2.3 Peace Agreements: Consociations and€Education Reforms; 1.3 Methods; 1.4 Chapter Structure; 1.5 Contribution to€Knowledge; Notes; Chapter 2: Power-Sharing and Education Policy in Deeply Divided Societies; 2.1 Individual and€Ethnic Identities; 2.1.1 Social Identity Theory; 2.2 Deeply Divided Societies and€Violent Conflict; 2.2.1 Identity-Based Conflict in€Deeply Divided Societies. 2.2.2 Group Identities and€Violent Conflict2.3 Conflict Resolution and€Consociation; 2.3.1 Establishment and€Resilience of€Consociations; 2.3.2 Complex Consociations; 2.3.3 The Consociational Paradox and€Its Critiques; 2.4 Why Education?; 2.4.1 Schooling as€Socialisation into a€Myth-Symbol Complex; 2.4.2 Education as€Socialisation into a€Political Order; 2.4.3 Schools and€Identity-Based Conflict; 2.4.4 From War to€Peace; The National Subjects; The Structure of€Schooling; 2.5 Conclusion; Notes; Chapter 3: Compulsory Education in Lebanon, Northern Ireland and Macedonia; 3.1 Lebanon. 3.1.1 French Mandate (1920-1943)3.1.2 National Pact (1943-1958); 3.1.3 Compromises (1958-1974); 3.1.4 Civil War (1975-1989); 3.1.5 The Taif Agreement and€Beyond (1990-Present); 3.2 Northern Ireland; 3.2.1 Northern Ireland (1920-1947); 3.2.2 Limited Reform (1947-1968); 3.2.3 Troubles (1968-1998); 3.2.4 The Belfast Agreement and€BeyondAcknowledgements; Contents; List of Figures; Chapter 1: Introduction; 1.1 Hypotheses; 1.2 Lebanon, Northern Ireland and€Macedonia; 1.2.1 Demography; 1.2.2 The Three Conflicts; 1.2.3 Peace Agreements: Consociations and€Education Reforms; 1.3 Methods; 1.4 Chapter Structure; 1.5 Contribution to€Knowledge; Notes; Chapter 2: Power-Sharing and Education Policy in Deeply Divided Societies; 2.1 Individual and€Ethnic Identities; 2.1.1 Social Identity Theory; 2.2 Deeply Divided Societies and€Violent Conflict; 2.2.1 Identity-Based Conflict in€Deeply Divided Societies. 2.2.2 Group Identities and€Violent Conflict2.3 Conflict Resolution and€Consociation; 2.3.1 Establishment and€Resilience of€Consociations; 2.3.2 Complex Consociations; 2.3.3 The Consociational Paradox and€Its Critiques; 2.4 Why Education?; 2.4.1 Schooling as€Socialisation into a€Myth-Symbol Complex; 2.4.2 Education as€Socialisation into a€Political Order; 2.4.3 Schools and€Identity-Based Conflict; 2.4.4 From War to€Peace; The National Subjects; The Structure of€Schooling; 2.5 Conclusion; Notes; Chapter 3: Compulsory Education in Lebanon, Northern Ireland and Macedonia; 3.1 Lebanon. 3.1.1 French Mandate (1920-1943)3.1.2 National Pact (1943-1958); 3.1.3 Compromises (1958-1974); 3.1.4 Civil War (1975-1989); 3.1.5 The Taif Agreement and€Beyond (1990-Present); 3.2 Northern Ireland; 3.2.1 Northern Ireland (1920-1947); 3.2.2 Limited Reform (1947-1968); 3.2.3 Troubles (1968-1998); 3.2.4 The Belfast Agreement and€Beyond (1998-Present); 3.3 Macedonia; 3.3.1 As Part of€Yugoslavia (1918-1989); A Serbian Province (1918-1944); The People's Republic of Macedonia (1945-1973); Decentralisation to Dissolution (1974-1990); 3.3.2 Independent Macedonia (1991-2000). 3.3.3 The Ohrid Agreement and€Beyond (2001-Present)3.4 Conclusion; Notes ; Chapter 4: Reforming History Education; 4.1 History Education in€Deeply Divided Societies: Theoretical Debates; 4.2 Lebanon; 4.2.1 Mission Impossible; 4.2.2 A State Secret; 4.2.3 Political Disagreement Versus Historical Events; 4.2.4 Fragmented Pasts; 4.3 Northern Ireland; 4.3.1 The 2005 Curriculum and€Its Weaknesses; 4.3.2 An Escapable Connection?; 4.4 Macedonia; 4.4.1 A Proportional Curriculum; 4.4.2 We Are Not Touching History; 4.5 Conclusion; Notes; Chapter 5: Formulating Citizenship Education. 5.1 Citizenship Education in€Deeply Divided Societies: Theoretical Debates5.2 Lebanon; 5.2.1 Citizenship and€Civic Education; 5.2.2 The Weaknesses of€a€Nationalist Civic Education; 5.2.3 Moral Preaching; 5.3 Northern Ireland; 5.3.1 Elusive Bird: EMU; 5.3.2 Formulating and€Implementing Personal Development and€Mutual Understanding and€Local and€Global Citizenship; 5.3.3 Still 'Patchy': The€Limits of€Personal Development and€Mutual Understanding and€Local and€Global Citizenship; 5.3.4 Transformative, Not Prescriptive; 5.4 Macedonia; 5.4.1 Lost in€the€Curriculum: Civic Education. … (more)
- Publisher Details:
- Switzerland : Palgrave Macmillan
- Publication Date:
- 2017
- Extent:
- 1 online resource
- Subjects:
- 379.23
Education, Compulsory -- Political aspects
EDUCATION -- Administration -- General
EDUCATION -- Educational Policy & Reform -- General
Electronic books - Languages:
- English
- ISBNs:
- 9783319314266
3319314262 - Related ISBNs:
- 9783319314259
3319314254 - Notes:
- Note: Includes bibliographical references and index.
Note: Online resource; title from PDF title page (EBSCO, viewed September 22, 2016). - Access Rights:
- Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
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- Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.
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- Available online (eLD content is only available in our Reading Rooms) ↗
- Physical Locations:
- British Library HMNTS - ELD.DS.384552
- Ingest File:
- 02_371.xml