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

人们普遍认为，在摆脱冲突的社会中，教育可以发挥重要作用。事实上，教育系统可能是社会变革的唯一最有效的推动者，有能力弥合受冲突影响国家的种族分裂(Petroska-Beska&Najcevska，2004年)。在北爱尔兰(NI)，教育系统可以根据天主教和新教信仰社区之间存在的分离程度来区分。目前，93%的学生就读的主要是自己的宗教学校。同样，南斯拉夫解体后，马其顿共和国(马其顿)、波斯尼亚和黑塞哥维那(波黑)和克罗地亚的独立教育系统也反映出更广泛的种族分化。在冲突后的社会中，这些分歧可能导致社会分裂，阻碍“共享社会”的发展。2007年，新尼苏达州开发了一种创新办法，通过种族或宗教界线上的学校促进和解。在群体间接触理论(Allport，1954)的启发下，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。一个研究语料库证明了该方案在促进和谐的群体间关系方面的有效性。共享教育在NI得到了重大的政治支持，从2015年起，通过教育部协调的一项标志性计划，共享教育正在整个区域推广。在国家创新研究所之外，以色列和马其顿正在实施共享教育，这一模式吸引了南非、波黑和克罗地亚等其他分歧情况下的学者和政策制定者的兴趣，尽管到目前为止，这一模式还没有在这些国家推广。鉴于共享教育模式日益国际化，我们建议在四个司法管辖区(马其顿、波黑和克罗地亚)建立一个战略网络，由学者、实践者、非政府组织和政策制定者组成，他们的工作通过促进教育领域的群体间联系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。该项目采用了多阶段设计，首先在国家创新中心举办知识交流研讨会，为网络成员提供更多了解该模式的机会，并观看国家创新中心学校实施该计划的情况。此外，它还将有助于初步思考共享教育对伙伴国家的影响，特别是促进计划实施所需的结构变化。在此之后，将在参与国举办一系列国内知识交流研讨会和能力建设活动，以制定和支持实施、监测和评估共享教育计划；包括但不限于教师和从业人员的专业发展、关于发展和加强对计划评估至关重要的研究技能的讲习班，以及利用研究成果倡导政策变化。这些阶段所产生的知识将有助于制定一项研究议程，以推动每个国家的共同教育行动，建立一个共同的教育宣传小组，倡导政策变化，并提出在波黑和克罗地亚开展试点计划的建议。此外，还将制定一项全面的比较研究和评估计划，以审查共享教育在不同教育和社会背景下的影响，以完善模式并在国家和国际范围内发展最佳做法。归根结底，建设关键利益攸关方发展和启动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格局。

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.