By Claire McGlynn (Editor) Zvi Bekerman (Editor)
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Additional resources for Addressing Ethnic Conflict through Peace Education: International Perspectives
The past came to visit again last night Wrapped her arms round my neck And whispered: It’s me. Don’t forget. I knocked at a door which a woman opened. She said in Turkish: Come in. Welcome. Hoggeldiniz Hoggeldiniz. She handed an album of photos at me, My husband, our children this house, Pre-1974. The blue album. My living room. multiple realities and peace education / 37 I kept these for you she said I thanked her in Greek. Efcharisto poli. A tiny space the size of a pinhead Between each word stung the air, the moment.
Furlong, J. (1992). Reconstructing professionalism: Ideological struggle in initial teacher training. In M. Arnot and L. ), Voicing concerns: Sociological perspectives on contemporary education reforms (pp. 162–169). Brightwell-Sotwell: Triangle Books. , Osborne, R. and Cormack, R. (1993). Community relations, equality and education. In R. Osborne, R. Cormack, and A. 177–195). Aldershot, England: Avebury. Gallagher, A. and Smith, A. (2002). Selection, integration and diversity in Northern Ireland.
Multidimensional strategies that include all functional aspects of the educational enterprise need to be pursued. Schools need to be run themselves as democratic microsocieties where both students and staff engage in decision making. Beyond the formal curriculum, everything from the pictures on the walls, to the textbooks in use in the classroom, to the admission and testing policies that impact student progress, should speak to the values of equity, mutual respect, and interdependence. Those who educate and lead students should embody the principles of civic responsibility in their ways of knowing and being.
Addressing Ethnic Conflict through Peace Education: International Perspectives by Claire McGlynn (Editor) Zvi Bekerman (Editor)