Working toward the De-Essentialization of Identity Categories in Conflict and Postconflict Societies: Israel, Cyprus, and Northern Ireland

Autor/inn/en	Bekerman, Zvi; Zembylas, Michalinos; McGlynn, Claire
Titel	Working toward the De-Essentialization of Identity Categories in Conflict and Postconflict Societies: Israel, Cyprus, and Northern Ireland
Quelle	In: Comparative Education Review, 53 (2009) 2, S.213-234 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/597482
Schlagwörter	Conflict; Peace; Foreign Countries; Comparative Education; Conflict Resolution; Student Attitudes; School Desegregation; Multicultural Education; Children; Vignettes; Catholic Schools; Catholics; Educational Practices; Teachers; Muslims; Turkish; Racial Identification; Jews; Cultural Pluralism; Cyprus; Israel; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Konflikt; Frieden; Ausland; Vergleichende Erziehungswissenschaft; Conflict solving; Konfliktlösung; Konfliktregelung; Schülerverhalten; Integrative Schule; Multikulturelle Erziehung; Child; Kind; Kinder; Katholische Schule; Katholik; Bildungspraxis; Lehrer; Lehrerin; Lehrende; Muslim; Muslimin; Türkisch; Jew; Jude; Jüdin; Juden; Kulturpluralismus; Zypern
Abstract	During the past decade, the authors have conducted research in their own countries, all of which are considered conflict or postconflict societies: Israel, Cyprus, and Northern Ireland. They have focused on a variety of topics related to peace education, reconciliation, and coexistence. Giving special emphasis to the formation of identity in educational settings, two of them have investigated primarily in integrated schools (in Israel and Northern Ireland), while the third has conducted research in multicultural schools (in Cyprus). The authors believe that a comparative study of these three settings is valuable because such juxtaposition helps to conceptualize how some aspects of identity are developed in practice in the countries in question (Phillips and Schweisfurth 2006). In this article, the authors examine the ways in which educators engage in educational initiatives geared toward peace, coexistence, and/or conflict resolution and consider the implications for such initiatives if children's perspectives were taken into consideration. They first summarize the similarities and differences with respect to the sources of conflict in the three societies. Then they offer short descriptions of the educational initiatives under examination and the sociopolitical contexts within which they have evolved. After discussing their methodology, they present three vignettes--from the considerable amount of data gathered--to exemplify the spheres in which identity makes its appearance and the ways educational staff and students attend to and construe it. Finally, they offer an interpretation of these issues and critically consider possible solutions to the essentializing practices that they unveil. (Contains 13 footnotes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10