The Contested Role of Education in Conflict and Fragility

1. Front Matter

   Pages i-viii

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2. Introduction

   1. Front Matter

      Pages 1-1

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   2. Overview One

      • Lynn Davies

      Pages 3-12

   3. Overview Two

      • Zehavit Gross

      Pages 13-25

3. Debates on Frameworks, Theory and Methodology

   1. Front Matter

      Pages 27-27

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   2. Rethinking the Theoretical Grounding of Integrated Education in Conflicted Societies1

      • Michalinos Zembylas, Zvi Bekerman

      Pages 29-44

   3. Conflict-Fragility-Education

      • Julia Paulson, Robin Shields

      Pages 45-62

   4. Changing the Prism

      • Christine Monaghan

      Pages 63-81

4. Debates on Policy and Politicization

   1. Front Matter

      Pages 83-83

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   2. Conflict-Affected Contexts and Emergence of Global Education Policy

      • D. Brent Edwards Jr

      Pages 85-103

   3. The Contested Role of Religion in Conflict and Peace

      • Lynn Davies

      Pages 105-118

   4. A Critical Analysis of Conflict, Education and Fragility in Nepal

      • Tejendra Pherali

      Pages 119-133

5. Debates on Policy and Politicization

   1. Front Matter

      Pages 135-135

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   2. Maghreb, Higher Education and Academic Freedom

      • Anna Virkama

      Pages 137-154

   3. Coping with Complex Identities in the Midst of War

      • Zehavit Gross

      Pages 155-169

   4. Colonial Education and Political Violence in the Algerian War of Independence

      • Alexis Artaud De La Ferrière

      Pages 171-183

6. Debates on Pedagogy

   1. Front Matter

      Pages 185-185

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   2. Standards and Guidelines that Influence Conflict and Peace Education

      • Candice C. Carter

      Pages 187-201

   3. Considering International Conflict and Border Violence

      • Timothy G. Cashman

      Pages 203-216

   4. Storytelling in Religious Education

      • Pauline Kollontai

      Pages 217-233

"This book brings together new thinking on education’s complex and evolving role in conflict and fragility. The changing nature of conflict, from inter- to intra-state, and with shifting geopolitical power balances, demands a reconceptualization of where education is positioned. Claims that education on its own can be an agent of conflict transformation are disputed. Deliberate attempts at peace education are not without critics and controversies. This collection aims to generate new realism from empirical and reflective accounts in a variety of countries and political contexts, as well as provide innovative methodological approaches to the study of education and conflict. The particular distinctiveness of the volume is the emphasis on ‘contested’ – it includes the debates and disagreements on the many faces of education in conflict, as well as material on teaching controversial issues in fragile contexts. Crucially, it underscores how education itself exists within highly contested projects of state, nation and region building. As well as overview comparative chapters, the collection encompasses a range of specific contexts, geographically and educationally – Algeria, Canada, El Salvador, Israel, Kenya, Mexico, Morocco, Nepal, Tunisia, UK and US, with settings that include schools, higher education and refugee camps. Focuses range from analyses of education in historical conflicts to contemporary issues such as post Arab Spring transformations. Perennial concerns about religion, colonialism, protest, integration, cohesion, emergencies, globalization and narrative are given new slants. Yet in spite of the debates, a cross-cutting consensus emerges as the crucial need for critical pedagogy and critical theory if education is to make any mark at all on conflict and fragility. "

• Conflict
• Education
• Fragility
• Peace

• Bar-Ilan University, Israel

  Zehavit Gross

• University of Birmingham, UK

  Lynn Davies

Policies and ethics