Introduction. The intersecting roles of education in conflict.

Autor/in	Kovinthan Levi, Thursica
Titel	Introduction. The intersecting roles of education in conflict.
Quelle	Aus: Vanner, Catherine (Hrsg.); Akseer, Spogmai (Hrsg.); Kovinthan Levi, Thursica (Hrsg.): Teaching peace and conflict. The multiple roles of school textbooks in peacebuilding. Cham, Switzerland: Springer Nature (2022) S. 1-17 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben S. 14-17
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-031-04675-9; 978-3-031-04676-6; 978-3-031-04678-0
DOI	10.1007/978-3-031-04676-6_1
Schlagwörter	Konflikt; Konfliktforschung; Bildungspolitik; Grundschule; Konflikt; Schulbuch; Konfliktforschung; Bildungspolitik; Internationaler Vergleich; Friedensforschung; Grundschule; Sekundarbereich; Schulbuch; Frieden; Friedensforschung; Internationaler Vergleich
Abstract	This chapter introduces the Intersecting Roles of Education in Con? ict (IREC) framework and illustrates the overlapping roles of education in con? ict through the case of textbooks for peace in con? ict-affected societies. The literature on education and con? ict often presents education and schooling as a force for peace or con? ict. The IREC framework disrupts this polarized narrative by demonstrating that the complex contexts of con? ict-affected societies necessitate an approach that takes into consideration that aspects of education can take on multiple roles including victim, accomplice, or transformer of con? ict. The classi? cation into the different roles underscores how education is being engaged with by stakeholders, i.e., is it being destroyed, victim, is it being used as a weapon of war, accomplice, or as a tool for social justice, transformer. The overlap between roles, however, emphasizes that education often simultaneously plays more than one role in relation to con? ict, and that these can exist in tension with each other. This chapter presents the theory and concepts within the IREC framework in detail. It then provides an overview of its use in a series of diverse country case studies through summaries of subsequent chapters that use the IREC framework to analyze the role of primary and secondary school textbooks. Through this application, the introduction demonstrates that the multiple roles of textbooks do not take place in isolation, often intersecting in unique ways within any given con? ict. The dynamics of these intersections require close examination by researchers and practitioners if textbooks are to effectively promote values of peace in con? ict-affected societies.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1