ISBN:
9783031046766
Sprache:
Englisch
Seiten:
Illustrationen
Titel der Quelle:
Teaching peace and conflict
Publ. der Quelle:
Cham, Switzerland : Springer Nature, 2022
Angaben zur Quelle:
(2022), Seite 173-190
Angaben zur Quelle:
year:2022
Angaben zur Quelle:
pages:173-190
Schlagwort(e):
Aufsatz im Buch
;
Bosnien-Herzegowina
;
Schulbuch
;
Geschichtsunterricht
;
Geografieunterricht
;
Friede
;
Konflikt
;
Friedensforschung
;
Konfliktforschung
;
Friedensvertrag
;
Nationale Minderheit
;
Bildungspolitik
Kurzfassung:
The conflict that happened in Bosnia and Herzegovina was the bloodiest conflict in modern European history, ending in 1995 with the signing of the Dayton Peace Agreement. The Agreement secured peace but left this ethnically diverse country a divided society. Significant divisions exist in all spheres of life between Bosniacs, Croats and Serbs, with mistrust, alienation, and ghettoization remaining between these populations. One consequence of the Dayton Peace Agreement was segregated education. This chapter analyzes the segregated education system in Bosnia and Herzegovina and the phenomenon of “two schools under one roof” (TSUOR) that currently operates in the country. TSUOR describes a policy of ethnic segregation which was allowed for by the Agreement. This chapter investigates if two decades of segregated education have had a negative impact on Bosnian society by creating fertile ground for ethno-radicalization of Bosnian youth. In particular, the chapter focuses on analysis of history and geography textbooks in post-conflict Bosnia in the academic year of 2017 and 2018 and “textbook politics” which are currently operating in the country. The chapter follows the work of Lise Howard to theorize the current situation in Bosnia and Herzegovina as an ethnocracy, a political system in which political and social organizations are founded on ethnic belonging rather than individual choice. Countries such as Bosnia and Herzegovina, where political parties are based on ethnic interest, and where state institutions are segmented by ethnic imperative, often fall into an ethnocracy trap where it is impossible to move past ethnic divisions. This paper argues that segregated education in Bosnia and Herzegovina presents an example of post-conflict ethnocracy trap. It argues that while actual combat may have ceased, ethnic conflict continues in the field of education where schools represent the new battlefields.
Anmerkung:
Literaturverzeichnis: Seite 189-190
