Peace schooling in clash & Post-Conflict Societies- Comparative views (09) via McGlynn, Claire [Hardcover (2009)]
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Additional resources for Peace Education in Conflict & Post-Conflict Societies- Comparative Perspectives (09) by McGlynn, Claire [Hardcover (2009)]
What price harmony? Teachers’ methods of delivering an ethos of tolerance and respect for diversity in an integrated school in Northern Ireland. Educational Research, 46(1), 3–16. Duarte, E. , & Smith, S. (2000). Foundational perspectives in multicultural education. New York: Longman. I 1989, No. 2406 (NI20) (Belfast, Her Majesty’s Stationery Office). Freebody, P. (2003). Qualitative research in education: Interaction and practice. London: Sage. Gallagher, T. (2005). Balancing difference and the common good: Lessons from a post conflict society.
Group-hopping for Survival Although group-hopping appeared in the interview with only one of the six participants who are the focus of this paper, it holds particular meaning because it highlights the complexity of ethnic identity and problematizes people’s motives for allegiance during the Burundi conflict. …But the Tutsis contributed in secret…Hutus who did not have receipts were killed, accused of supporting the government…and if by 36 Elavie Ndura-Ouedraogo accident Tutsis showed the receipts to the government military, they were also killed, accused of supporting the rebels.
He had a D6 diploma (six years of secondary education). At the time of the interview, he had been teaching in elementary school for six years. Sounding almost embarrassed by his low educational achievement, he clarified that he was quite intelligent but that poverty had forced him to interrupt his educational pursuit. He had just entered secondary school when the civil war erupted in 1993. Pamphile was a forty-two-year-old Tutsi Roman Catholic priest who graduated from the local seminary with a baccalaureate in philosophy and theology.