C. McGlynn & Kenneth A. Loparo 
Peace Education in Conflict and Post-Conflict Societies 
Comparative Perspectives

This collection of peace education efforts in conflict and post-conflict societies brings together an international group of scholars to offer the very latest theoretical and pedagogical developments. Rather than focus on ad hoc peace education efforts this book investigates the need for long term, systemic approaches and innovative pedagogies.

Table of Content

Introduction; C.Mc Glynn PART I: APPROACHES TO PEACE EDUCATION: COMPARATIVE LESSONS Introduction to PART I; T.Gallagher Negotiating Cultural Difference in Divided Societies: An Analysis of Approaches to Integrated Education in Northern Ireland; C.Mc Glynn Grassroots Voices of Hope: Educators’ and Students’ Perspectives on Educating for Peace in Post-conflict Burundi; E.Ndura The Emergence of Human Rights Eamidst Ethnic Conflict in the Dominican Republic; M.Bajaj & C.Valera From Conflict Society to Learning Society: Lessons from the Peace Process in Northern Ireland; P.Nolan Peace, Reconciliation and Justice: Delivering the Miracle in Post-apartheid Education; P.Christie PART II: PEACE EDUCATION AND CONTACT Introduction to PART II; Z.Bekerman Social Context and Contact Hypothesis: Perceptions and Experiences of a Contact Programme for 10-11 Year Old Children in the Republic of Macedonia; A.Tomovska ‘Smoking Doesn’t Kill, It Unites!’: Cultural Meanings and Practices of ‘Mixing’ at the Gymnasium Mostar, Bosnia and Herzegovina; A.Hromadzic The Cultural Psychology of American-based Coexistence Programs for Israeli and Palestinian Youth; P.L.Hammack Towards the Development of a Theoretical Framework for Peace Education Using the Contact Hypothesis and Multiculturalism; U.Niens Promoting Reconciliation Through Community Relations Work: A Comparison Among Young People in Belfast, Northern Ireland and Vukovar, Croatia; A.Kosic & J.Senehi PART III: CURRICULUM AND PEDAGOGY Introduction to PART III; M.Zembylas Inventing Spaces for Critical Emotional Praxis: The Pedagogical Challenges of Reconciliation and Peace; M.Zembylas Arab and Jewish Students’ Participatory Action Research at the University of Haifa: A Model for Peace Education; T.Zelniker , R.Hertz-Lazarowitz , H.Peretz , F.Azaiza , & R.Sharabany Deliberative History Classes for a Post-conflict Society. Theoretical Development and Practical Implication Through International Education in United World College in Bosniaand Herzegovina; P.Torsti & S.Ahonen ‘Yeah, It Is Important to Know Arabic- I Just Don’t Like Learning It’: Can Jews Become Bilingual in the Palestinian Jewish Integrated Bilingual Schools?; Z.Bekerman Teacher Preparation for Peace Education in South Africa and USA: Maintaining Commitment, Courage and Compassion; C.C.Carter & S.Vandeyar

About the author

CLAIRE MCGLYNN lectures at the School of Education, Queen’s University, Belfast, UK. She edited Addressing Ethnic Conflict through Peace Education (with Zvi Bekerman, Palgrave Macmillan 2007).

MICHALINOS ZEMBYLAS is Assistant Professor of Education at the Open University of Cyprus. He has published Teaching With Emotion (2005), Five Pedagogies, a Thousand Possibilities (2007), and The Politics of Trauma in Education (Macmillan Palgrave, 2008).

ZVI BEKERMAN teaches anthropology of education at the School of Education and The Melton Center, Hebrew University of Jerusalem, Israel and is a Research Fellow at the Truman Institute for the Advancement of Peace. He has recently published Cultural Education-Cultural Sustainability (with Ezra Kopelowitz, 2008) and Mirror Images (with Diana Silberman-Keller, Henry A. Giroux, and Nicholas Burbules, 2008).

TONY GALLAGHER is Professor at Queen’s University, Belfast, UK, Head of the School of Education, an International Fellow with Facing History and Ourselves, Chair of Public Achievement (Northern Ireland), and a member of the advisory board of the Northern Ireland Foundation. In 2004, he published Education in Divided Societies (Palgrave Macmillan).