The multiple and intersecting roles of civics textbooks in conflict-affected Sri Lanka.

Autor/in	Kovinthan Levi, Thursica
Titel	The multiple and intersecting roles of civics textbooks in conflict-affected Sri Lanka.
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. 63-80 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen; Literaturangaben S. 79-80
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_4
Schlagwörter	Konflikt; Konfliktforschung; Bildungspolitik; Sri Lanka; Konflikt; Schulbuch; Konfliktforschung; Politische Einstellung; Bildungspolitik; Friedensforschung; Staatsbürger; Schulbuch; Frieden; Friedensforschung; Politische Einstellung; Staatsbürger; Sri Lanka
Abstract	The content of civics textbooks has the potential to contribute to inclusive citizenship and social cohesion in con? ict-affected societies. Drawing on the multiple roles of education in con? ict, this chapter examines the role of state-sponsored civics textbooks in promoting peacebuilding in Sri Lanka. The analyzed textbooks undermine the goals of developing a democratic citizen and promoting values of social cohesion among students in Sri Lanka in three ways: (1) A surface-level emphasis on inclusion and pluralism; (2) A focus on creating obedient citizens who are economic contributors rather than agents of social change; and (3) The complete omission of the 30-year con? ict between the various ethnic groups. This combination of factors leaves little space for dissent, critical thinking, or opportunities to engage in peacebuilding and reconciliation. Rather, the textbooks push for peace through homogenization and conformity, where peace education becomes a manifestation of violence and re? ects the accomplice role of education in con? ict.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1