This book discusses education's role of developing social cohesion in a post-conflict environment where tensions continue to exist between the three "constituent" ethnic groups. It offers fresh insights into the relationship between education and social cohesion in a specific context of Bosnia & Herzegovina, where the need to rebuild social trust is acutely felt. This book first elaborates the concept of social cohesion and illustrates possible mechanisms through which education can develop, or further erode, social cohesion in already divided societies. Then, it carefully examines such…mehr
This book discusses education's role of developing social cohesion in a post-conflict environment where tensions continue to exist between the three "constituent" ethnic groups. It offers fresh insights into the relationship between education and social cohesion in a specific context of Bosnia & Herzegovina, where the need to rebuild social trust is acutely felt. This book first elaborates the concept of social cohesion and illustrates possible mechanisms through which education can develop, or further erode, social cohesion in already divided societies. Then, it carefully examines such mechanisms, using a case study of a Bosnia & Herzegovina which witnessed violent conflict instigated by ethno-identity politics during 1992-1995, and has been struggling to reconstruct its broken social fabric since then.
Taro Komatsu is a professor in the Department of Education in the Faculty of Human Sciences at Sophia University in Tokyo, Japan. His research focuses on education policy and governance in developing nations and post-conflict societies, with a particular interest in the political dimensions of reform policies and their implementation, the role of education in promoting social cohesion, and international aid for education. He previously worked as an education specialist for the UNESCO Paris and Sarajevo offices, the UN Mission in Kosovo, and the Japanese International Cooperation Agency (JICA) in Pakistan and Afghanistan. He was also engaged in teacher-training programs for civic education teachers from Bosnia & Herzegovina between 2005 and 2007, and has recently been working with scholars of the University of Sarajevo in developing intercultural education curriculum. He has contributed research articles to such journals as Comparative Education Review, Education Policy Analysis Archives, Research in Comparative and International Education, and International Review of Education. Komatsu holds an M.Sc. in social policy and planning from the London School of Economics and Political Science, and a Ph.D. in education policy and administration from the University of Minnesota, USA.
Inhaltsangabe
PART I: Purpose, perspectives, and context.- 1. Introduction.- 2. Theoretical perspectives.- 3. Context.- PART II: School functions to promote social cohesion.- 4. Community-based school governance (CBSG).- 5.Respecting equity, inclusiveness, and fairness.- 6. Exercising deliberative democracy.- 7. Providing interacting opportunity.- 8. Developing common values and principles.- 9.Developing democratic citizenship skills.- PART III: Discussion.- 10. Peace education approach: unity in diversity?.- 11.Political dimensions of education for social cohesion.- 12.Legitimacy vs. quality.- 13.Evaluation.- 14.Incorporating the voices of the affected.- 15. Policy implications.- PART IV: Conclusion.
PART I: Purpose, perspectives, and context.- 1. Introduction.- 2. Theoretical perspectives.- 3. Context.- PART II: School functions to promote social cohesion.- 4. Community-based school governance (CBSG).- 5.Respecting equity, inclusiveness, and fairness.- 6. Exercising deliberative democracy.- 7. Providing interacting opportunity.- 8. Developing common values and principles.- 9.Developing democratic citizenship skills.- PART III: Discussion.- 10. Peace education approach: unity in diversity?.- 11.Political dimensions of education for social cohesion.- 12.Legitimacy vs. quality.- 13.Evaluation.- 14.Incorporating the voices of the affected.- 15. Policy implications.- PART IV: Conclusion.
PART I: Purpose, perspectives, and context.- 1. Introduction.- 2. Theoretical perspectives.- 3. Context.- PART II: School functions to promote social cohesion.- 4. Community-based school governance (CBSG).- 5.Respecting equity, inclusiveness, and fairness.- 6. Exercising deliberative democracy.- 7. Providing interacting opportunity.- 8. Developing common values and principles.- 9.Developing democratic citizenship skills.- PART III: Discussion.- 10. Peace education approach: unity in diversity?.- 11.Political dimensions of education for social cohesion.- 12.Legitimacy vs. quality.- 13.Evaluation.- 14.Incorporating the voices of the affected.- 15. Policy implications.- PART IV: Conclusion.
PART I: Purpose, perspectives, and context.- 1. Introduction.- 2. Theoretical perspectives.- 3. Context.- PART II: School functions to promote social cohesion.- 4. Community-based school governance (CBSG).- 5.Respecting equity, inclusiveness, and fairness.- 6. Exercising deliberative democracy.- 7. Providing interacting opportunity.- 8. Developing common values and principles.- 9.Developing democratic citizenship skills.- PART III: Discussion.- 10. Peace education approach: unity in diversity?.- 11.Political dimensions of education for social cohesion.- 12.Legitimacy vs. quality.- 13.Evaluation.- 14.Incorporating the voices of the affected.- 15. Policy implications.- PART IV: Conclusion.
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