Addressing Ethnic Conflict through Peace Education

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1 Addressing Ethnic Conflict through Peace Education

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3 Addressing Ethnic Conflict through Peace Education I NTERNATIONAL P ERSPECTIVES Editors Zvi Bekerman Claire McGlynn

4 ADDRESSING ETHNIC CONFLICT THROUGH PEACE EDUCATION Zvi Bekerman and Claire McGlynn, Softcover reprint of the hardcover 1st edition All rights reserved. No part of this book may be used or reproduced in any manner whatsoever without written permission except in the case of brief quotations embodied in critical articles or reviews. First published in 2007 by PALGRAVE MACMILLAN 175 Fifth Avenue, New York, N.Y and Houndmills, Basingstoke, Hampshire, England RG21 6XS Companies and representatives throughout the world. PALGRAVE MACMILLAN is the global academic imprint of the Palgrave Macmillan division of St. Martin s Press, LLC and of Palgrave Macmillan Ltd. Macmillan is a registered trademark in the United States, United Kingdom and other countries. Palgrave is a registered trademark in the European Union and other countries. ISBN ISBN (ebook) DOI / Library of Congress Cataloging-in-Publication Data Addressing ethnic conflict through peace education : international perspectives / edited by Zvi Bekerman and Claire McGlynn. p. cm. Includes bibliographical references and index. 1. Peace Study and teaching Case studies. 2. Ethnic conflict Case studies. 3. Conflict management Case studies. I. Bekerman, Zvi. II. McGlynn, Claire. JZ5534.A '6 dc A catalogue record for this book is available from the British Library. Design by Newgen Imaging Systems (P) Ltd., Chennai, India. First edition: April

5 Contents List of Figures and Tables Acknowledgments List of Contributors ix xi xiii Introduction 1 Zvi Bekerman and Claire McGlynn One Two Three Four Section I Systemic Issues Desegregation and Resegregation: The Legacy of Brown versus Board of Education, Tony Gallagher Moving from Piecemeal to Systemic Approaches to Peace Education in Divided Societies: Comparative Efforts in Northern Ireland and Cyprus 21 Laurie Shepherd Johnson Multiple Realities and the Role of Peace Education in Deep-Rooted Conflicts: The Case of Cyprus 35 Maria Hadjipavlou Reconciliation and Peace in Education in South Africa: The Constitutional Framework and Practical Manifestation in School Education 49 Elmene Bray and Rika Joubert Five Section II Teachers and Students Color Coded: How Well Do Students of Different Race Groups Interact in South African Schools? 63 Saloshna Vandeyar and Heidi Esakov

6 Six Challenges in Integrated Education in Northern Ireland 77 Claire McGlynn Seven Eight Nine vi / contents Developing Palestinian-Jewish Bilingual Integrated Education in Israel: Opportunities and Challenges for Peace Education in Conflict Societies 91 Zvi Bekerman Peace Education in a Bilingual and Biethnic School for Palestinians and Jews in Israel: Lessons and Challenges 107 Ilham Nasser and Mohammed Abu-Nimer Is the Policy Sufficient? An Exploration of Integrated Education in Northern Ireland and Bilingual/Binational Education in Israel 121 Joanne Hughes and Caitlin Donnelly Ten Eleven Twelve Thirteen Fourteen Fifteen Section III Curriculum and Pedagogy Education for Peace: The Pedagogy of Civilization 137 H.B. Danesh Learning to Do Integrated Education: Visible and Invisible Pedagogy in Northern Ireland s Integrated Schools 161 Chris Moffat From War to Peace: An Analysis of Peace Efforts in the Ife/Modakeke Community of Nigeria 173 Francisca Aladejana Section IV Adult Education Toward Sustainable Peace Education: Theoretical and Methodological Frameworks of a Program in South Africa 187 Tim Houghton and Vaughn John Learning and Unlearning on the Road to Peace: Adult Education and Community Relations in Northern Ireland 201 Paul Nolan Section V Teacher Education The Reconstruction of the Teacher s Psyche in Rwanda: The Theory and Practice of Peace Education at Kigali Institute of Education 215 George K. Njoroge

7 Sixteen Seventeen contents / vii Post-Soviet Reconstruction in Ukraine: Education for Social Cohesion 231 Tetyana Koshmanova and Gunilla Holm Teacher Preparation for Peace-Building in United States of America and Northern Ireland 245 Candice C. Carter Index 259

9 List of Figures and Tables Figures 13.1 CAE Peace Education Program Continuum of Education Approaches to Cross-Cultural Peace Building 254 Tables 5.1 Profile of Schools Language Fluency Percentage Response on Assessment of Teaching Strategies Imbibing the Culture of Peace from Social Studies NAME Criteria for Evaluating Curriculum Standards 249

11 Acknowledgments We want to express our deep sense of appreciation, first and foremost to Alan Slifka and the Alan B. Slifka Foundation (United States of America) for their substantive support throughout all stages of the initiative, which allowed the group of scholars represented in this volume to come together and discuss their perspectives on the multiple and complex issues that burden sustained educational efforts toward peace in areas of protracted conflict. On a more personal note, we wish to thank Sarah Silver, the Slifka Foundation director, for her guidance and support in planning the conference and helping us focus on the needs of the field in all that concerns peace and coexistence education. Thanks and appreciation are also much in place to the Melton Centre for Jewish Education, the Truman Institute for the Advancement of Peace, and the Swiss Center for Conflict Resolution, all located at the Hebrew University (HU) in Jerusalem. We are also grateful to Stranmillis University College and the School of Education, Queen s University, Belfast for their continuous support and encouragement in bringing this initiative to fruition. Again, specific individuals associated with these institutions deserve our recognition. Dr. Howard Deitcher, Professor Eyal Ben-Ari, Professor Yaakov Bar-Siman-Tov (respectively from the HU), Professor Richard McMinn and Dr. Les Caul of Stranmillis University College and Professor Tony Gallagher of the School of Education, Queen s University. We also wish to thank Julia Schlam-Salman, an outstanding graduate student at the HU. She had a leading role in the coordination of this project beginning with the conference and concluding with the publication of this volume. Coordinating is undoubtedly one of Julia s strengths but mostly we benefited from her critical and insightful mind that, throughout, challenged and bettered our work. Finally, we owe thanks and recognition to Professor Alan Smith from the UNESCO Centre, University of Ulster and his matchmaking skills that enabled us to ultimately became friends and coinitiators/conveyers/authors of this challenging and fruitful initiative. Zvi Bekerman and Claire McGlynn

13 List of Contributors Francisca Aladejana Obafemi Awolowo University (Ile-Ife, Nigeria) Dr. Aladejana is a senior lecturer in the Faculty of Education, Obafemi Awolowo University, Ile-Ife, Nigeria. Her area of specialization and research interests include science education, gender studies, and early childhood education and peace education. She is currently the acting Director of the Institute of Education, Obafemi Awolowo University, Ile-Ife. Mohammed Abu-Nimer American University (Washington DC, United States) Dr. Abu-Nimer is an associate professor at the American University s School of International Service in International Peace and Conflict Resolution and Director of the Peacebuilding and Development Institute. He is an expert on conflict resolution and dialogue for peace and cofounder/coeditor of the Journal Peacebuilding and Development. Recent publications include: Reconciliation, Coexistence, and Justice in Interethnic Conflicts (2001) and Peacebuilding and Nonviolence in Islamic Context: Theory and Practice (2003). Zvi Bekerman The Hebrew University (Jerusalem, Israel) Bekerman teaches anthropology of education at the School of Education and the Melton Center, Hebrew University of Jerusalem. He is also a Research Fellow at the Truman Institute for the Advancement of Peace, Hebrew University. His main interests are in the study of cultural, ethnic, and national identity, including identity processes and negotiation during intercultural encounters and in formal/informal learning contexts. Since 1999 he has been conducting a long-term ethnographic research project in the integrated/bilingual Palestinian-Jewish schools in Israel. He has also recently become involved in the study of identity construction and development in educational computer-mediated environments. He is the coeditor (with Seonaigh Macpherson of Diasora, Indigenous, and Minority Education: A International Journal (Lea, 2007) and his most recent book is Learning in Places: The Informal Educational Reader (Peter Lang, 2006) (edited together with Nicholas Burbules and Diana Keller Silverman).

14 xiv / list of contributors Elmene Bray University of South Africa (Pretoria, South Africa) Dr. Bray is a professor of law in the Department of Constitutional, International, and Indigenous Law, University of South Africa and deputy director of the Interuniversity Centre for Education Law and Policy (CELP). She teaches education law and is author and coauthor of several education law books. She has published widely in both national and international journals. Candice C. Carter University of North Florida (Jacksonville, United States) Dr. Carter is an associate professor at the University of North Florida. Her interests include domestic and international teacher preparation, citizenship education, social studies instruction, peace curriculum, arts-based instruction including peace through arts and peace literature. Dr. Carter has the website with information about peace issues, events and resources. H.B. Danesh International Education for Peace Institute (Vancouver, Canada) Professor H.B. Danesh is founder and director of the International Education for Peace Institute. He devised the Education for Peace Program that was first piloted in Bosnia and Herzegovina. He is a psychiatrist and professor emeritus of Conflict Resolution and Peace Studies at Landegg International University. Caitlin Donnelly Queen s University (Belfast, Northern Ireland) Dr. Donnelly is a lecturer in education at the School of Education, Queen s University Belfast. She has conducted research on school governance, school ethos, and education policy in Northern Ireland. She has published in a range of peer-reviewed journals and is lead editor and contributor to Devolution and Pluralism in Education in Northern Ireland (Manchester University Press, 2006) Manchester University Press. Tony Gallagher Queen s University (Belfast, Northern Ireland) Dr. Gallagher is a professor at Queens University Belfast and Head of the School of Education. His main research interest lies in the role of education in societies experiencing ethnic or religious conflict. He has published widely on these issues and his most recent book is entitled Education in Divided Societies (Palgrave/Macmillan, 2004). Maria Hadjipavlou University of Cyprus (Nicosia, Cyprus) Dr. Hadjipavlou is an assistant professor in the Department of Social and Political Sciences, University of Cyprus. Her research interests include conflict resolution and international conflicts, gender and politics, and feminist approaches and theories. She has spent over 28 years working for and promoting peace building activities across the divide in Cyprus. Gunilla Holm Western Michigan University (Kalamazoo, United States) Dr. Holm s area of specialization is Sociology of Education. Her research foci include issues related to race, ethnicity, class, and gender. She has published in both national

15 list of contributors / xv and international journals. She is vice president for North America for the International Sociological Association Research Committee on Youth. Tim Houghton University of KwaZulu-Natal (Pietermaritzburg, South Africa) Dr. Houghton works for the Centre for Adult Education (CAE), University of KwaZulu-Natal, Pietermaritzburg as a researcher, curriculum developer, and materials writer, program and course coordinator, and teacher/facilitator. He currently coordinates the Peace Education Program within CAE and teaches peace education and peace studies. His interests include the role of conflict transformation within community education and development projects. Joanne Hughes University of Ulster (County Antrim, Northern Ireland) Dr. Hughes is a professor in the School of Policy Studies, University of Ulster. Her main research interests include intergroup relations and community development in divided societies. Current research projects include an analysis of direct and indirect cross-community contact and tolerance in mixed and segregated areas of Belfast. Vaughn John University of KwaZulu-Natal (Pietermaritzburg, South Africa) Dr. John is a trained psychologist who works as an adult educator at the University of KwaZulu-Natal, South Africa. His academic interests lie in teaching peace education and research methodology, and in researching learner support in open learning. He is currently director of the Centre for Adult Education (CAE) at the Pietermaritzburg campus of the University of KwaZulu-Natal. Laurie Shepherd Johnson Hofstra University (Hemsptead, United States) Dr. Shepherd Johnson is professor and director of the Graduate Programs in Counseling in the School of Education and Allied Human Services at Hofstra University, New York. Her main research and training interests are in intercultural and systemic approaches to conflict transformation in schools and community. Rika Joubert University of Pretoria (Pretoria, South Africa) Dr. Joubert is a senior lecturer in the Department of Education Management and Policy Studies at the University of Pretoria and the director of the Interuniversity Centre for Education Law and Policy (CELP). She is a coauthor of two books on Education Law and has published widely on education law issues and training in multicultural situations. Tetyana Koshmanova Ivan Franko National University of Lviv (Lviv, Ukraine) and Western Michigan University (Kalamazoo, United States) Dr. Koshmanova s area of specialization is teacher education. She teaches teacher education courses at the Ivan Franko National University of L viv and at Western Michigan University. Her research focuses on issues of culture and community in learning to teach, peace education, and Vygotskian perspectives in teacher education.

16 xvi / list of contributors Claire McGlynn Queen s University (Belfast, Northern Ireland) McGlynn is a lecturer in Continuing Professional Development at the School of Education, Queen s University, Belfast. Her main interests lie in gaining understanding of the impact of integrated (Catholic-Protestant) education in Northern Ireland, particularly with regard to the impact on social identity and on respect for diversity. As a teacher educator and researcher, McGlynn is committed to finding innovative methods of developing teacher education for diverse societies. Chris Moffat The Fortnight Educational Trust (Belfast, Northern Ireland) Chris Moffat edited the first major survey of integrated education in Ireland in She writes on education policy in Northern Ireland and education issues more generally. Recent work includes the Education Rights chapter in the CAJ Handbook on Civil Liberties in Northern Ireland (Northern Ireland: Committee for the Administration of Justice, 2003). George K. Njoroge Kigali Institute of Education (Kigali, Rwanda) Dr. Njoroge is an associate professor of Philosophy of Education at Kigali Institute of Education. His interests include education and genocide in Rwanda, lifeskills education, philosophy and HIV/AIDS, philosophical palavering for creative living, identity construction, citizenship education, and education and democracy. He is the coauthor of the book The Democratization Process in Africa (Nairobi: Quest and Insight Publishers, 2001) and coeditor of the book Education, Gender and Democracy in Kenya (Nairobi: Quest and Insight Publishers, 2001). Ilham Nasser George Mason University (Fairfax, United States) Dr. Nasser is an assistant professor in Early Childhood Education at George Mason University. She has spent over 20 years teaching and researching education and child development issues in both the United States of America and the Middle East. Recently, she has been focusing on bilingual education as a means for promoting peace education in early childhood settings. Paul Nolan Queen s University (Belfast, Northern Ireland) Paul Nolan is director of the Institute of Lifelong learning at Queen s University, Belfast. Prior to this appointment, he was director of the Workers Educational Association in Northern Ireland and has been involved in many initiatives in political education. Saloshna Vandeyar University of Pretoria (Pretoria, South Africa) Dr. Vandeyar is a senior lecturer in the Department of Curriculum Studies in the Faculty of Education at the University of Pretoria, South Africa. She specializes in education and diversity, teacher professionalism, and ssessment strategies and practices. Heidi Esakov Heidi Esakov is a Master of Education (M.Ed.) student at the University of Pretoria, South Africa under the supervision of Dr. Vandeyar.