The Right to Intercultural Education: Students' Perspectives on Schooling and Opportunities for Reconciliation through Multicultural Engagement in Bosnia and Herzegovina

Autor/inn/en	Osler, Audrey; Pandur, Irma Husic
Titel	The Right to Intercultural Education: Students' Perspectives on Schooling and Opportunities for Reconciliation through Multicultural Engagement in Bosnia and Herzegovina
Quelle	In: Intercultural Education, 30 (2019) 6, S.658-679 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2019.1626576
Schlagwörter	Student Attitudes; Multicultural Education; Conflict; Peace; Conflict Resolution; Foreign Countries; Children; Childrens Rights; International Law; Treaties; School Segregation; School Desegregation; Educational Experience; Student Rights; Ethnic Groups; Political Attitudes; Service Learning; Barriers; Community Involvement; Nationalism; Advanced Placement Programs; Secondary School Students; Bosnia and Herzegovina + Suchen Sie Ihr Suchwort? Schülerverhalten; Multikulturelle Erziehung; Konflikt; Frieden; Conflict solving; Konfliktlösung; Konfliktregelung; Ausland; Child; Kind; Kinder; 'Children''s rights'; Kindesrecht; Law of nations; Völkerrecht; Abkommen; Integrative Schule; Bildungserfahrung; Ethnie; Political attitude; Politische Einstellung; Service-Learning; Nationalismus; Sekundarschüler; Bosnia-Herzegovina; Bosnien-Herzegowina
Abstract	In post-conflict societies, such as Bosnia and Herzegovina, education is recognised as a key factor in reconciliation. Yet the 1995 Dayton Peace Agreement set in process arrangements that mean that Bosnia and Herzegovina's three constituent ethnic groups (Bosniaks, Croats and Serbs) are educated separately. This paper examines students' right to integrated schooling and an intercultural education, in keeping with the UN Convention on the Rights of the Child. It reports on small-scale empirical research on the impact of integrated and segregated education on students, focusing on the experiences of students who have had access to Bosnia and Herzegovina's only fully integrated school. There are tensions between the competing educational rights of students and the cultural rights of ethno-cultural communities. Since entrenched political problems hinder the reestablishment of integrated public schooling, the paper considers the potential of service-learning and multicultural community engagement to challenge ethno-nationalist ideas promoted through segregated schools and enable peace and reconciliation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01