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Education in divided societies: Developing and researching shared education in the Republic of Macedonia, Bosnia and Herzegovina, and Croatia

分裂社会中的教育：马其顿共和国、波斯尼亚和黑塞哥维那以及克罗地亚的共享教育的开发和研究

基本信息

批准号：
ES/P006655/1
负责人：
Joanne Elizabeth Hughes
金额：
$ 19.15万
依托单位：
Queen's University Belfast
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2017
资助国家：
英国
起止时间：
2017 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FP006655%2F1
关键词：
Education divided societies Developing researching

项目摘要

It is generally accepted that education has a significant role to play in societies transitioning from conflict. Indeed, the education system potentially represents the single most effective agent of social change with the capacity to bridge ethnic division in conflict affected countries (Petroska-Beska & Najcevska, 2004). In Northern Ireland (NI), the education system is distinguishable by the degree of separation that exists between Catholic and Protestant faith communities. Currently, 93% of pupils attend predominately 'own' religion schools. Similarly, following the dissolution of Yugoslavia, wider ethnic divisions are now reflected in separate education systems in the Republic of Macedonia (Macedonia), Bosnia and Herzegovina (BiH), and Croatia. In post-conflict societies, these divisions can contribute to social fragmentation and inhibit the development of a 'shared society'.In 2007 an innovative approach to facilitate reconciliation through schools separated on ethnic or religious lines was developed in NI. Informed by intergroup contact theory (Allport, 1954), shared education aims to break down boundaries between separate schools by providing sustained, curriculum-based engagement between pupils. A corpus of research demonstrates the effectiveness of the programme in promoting harmonious intergroup relations. Shared education has received significant political support in NI, and from 2015, is being extended across the region via a Signature Programme coordinated by the Department of Education. Outside NI, shared education is being implemented in Israel and Macedonia and the model has attracted interest from academics and policymakers in other divided contexts, including South Africa, BiH and Croatia, although to date it has not been instigated in these countries. In view of the increasing internationalisation of the shared education model, we propose the creation of a strategic network across four jurisdictions (NI, Macedonia, BiH, and Croatia) of academics, practitioners, NGOs, and policymakers whose work contributes to peace building through the promotion of intergroup contact and intercultural dialogue in education, with a view to facilitate, promote, and develop models of shared education for each jurisdiction. The project employs a multi-stage design, beginning with a knowledge exchange seminar in NI providing network members an opportunity to learn more about the model and to see the implementation of the programme in NI schools. Further, it will facilitate initial thinking on the implications of shared education for partner countries, particularly regarding structural changes needed to facilitate programme implementation. This will be followed by a series of in-country knowledge exchange seminars in the participant States and capacity building activities to develop and support the implementation, monitoring, and evaluation of shared education programmes; including, but not limited to, professional development for teachers and practitioners, workshops on developing and enhancing research skills key to programme evaluation, and on using research findings to advocate for policy change. The knowledge generated from these phases will inform the development of a research agenda to move forward shared education initiatives in each country, the establishment of a shared education advocacy group to advocate for policy change, and proposals to pursue pilot programmes in BiH and Croatia. Additionally, a comprehensive comparative research and evaluation programme will be developed to examine the impact of shared education in different educational and societal contexts, with a view to refining the model and developing best practice nationally and internationally. Ultimately, building the capacity of key stakeholders to develop and initiate shared education has the capability of fostering more harmonious intergroup relations to transmute the social landscape of participant societies.

人们普遍认为，教育在从冲突过渡的社会中可以发挥重要作用。事实上，教育系统可能是社会变革中最有效的一个因素，它有能力在受冲突影响的国家弥合种族分裂（Petroska-Beska & Najcevska, 2004）。在北爱尔兰（NI），教育系统的区别在于天主教和新教信仰社区之间存在的分离程度。目前，93%的学生就读的主要是自己的宗教学校。同样，在南斯拉夫解体后，马其顿共和国（马其顿）、波斯尼亚-黑塞哥维那（波黑）和克罗地亚的不同教育制度也反映出更大的种族分裂。在冲突后的社会中，这些分歧可能导致社会分裂，并阻碍“共享社会”的发展。2007年，在北爱尔兰制定了一项创新办法，通过按种族或宗教界线分开的学校促进和解。根据群体间接触理论（Allport, 1954），共享教育旨在通过在学生之间提供持续的、基于课程的参与来打破不同学校之间的界限。大量的研究表明该方案在促进群体间和谐关系方面的有效性。共享教育在NI得到了重要的政治支持，并从2015年开始通过教育部协调的签名计划在整个地区推广。在NI之外，共享教育正在以色列和马其顿实施，这种模式也引起了其他分裂国家的学者和政策制定者的兴趣，包括南非、波黑和克罗地亚，尽管迄今为止还没有在这些国家推广。鉴于共享教育模式的日益国际化，我们建议在四个司法管辖区（爱沙尼亚、马其顿、波黑和克罗地亚）建立一个战略网络，由学者、从业者、非政府组织和政策制定者组成，他们的工作通过促进教育中的群体间接触和文化间对话来促进和平建设，以期促进、促进和发展每个司法管辖区的共享教育模式。该项目采用多阶段设计，首先在NI举办知识交流研讨会，让网络成员有机会更多地了解该模型，并看到该项目在NI学校的实施情况。此外，它将有助于初步思考共同教育对伙伴国家的影响，特别是关于促进方案执行所需的结构改革。随后将在参加国举办一系列国内知识交流研讨会和能力建设活动，以制定和支持共同教育方案的执行、监测和评价；包括但不限于教师和从业人员的专业发展，关于发展和加强对项目评价至关重要的研究技能的讲习班，以及关于利用研究结果倡导政策变革的讲习班。这些阶段产生的知识将为制定一项研究议程提供信息，以推动各国的共同教育倡议，建立一个共同教育宣传小组，倡导政策变革，并提出在波黑和克罗地亚开展试点方案的建议。此外，将拟订一项全面的比较研究和评价方案，审查共同教育在不同教育和社会情况下的影响，以期在国家和国际上改进这一模式和发展最佳做法。最终，建立主要利益相关者发展和发起共享教育的能力，能够促进更和谐的群体间关系，从而改变参与社会的社会景观。