Education in the twenty‐first century: Conflict, reconstruction and reconciliation1

Smith, Alan

doi:10.1080/03057920500331397

Cited by 96 publications

(38 citation statements)

References 12 publications

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“…Yet responding to the needs of the most disenfranchised groups in society should be a hallmark of any externally led reconstruction programme. Philips et al (1998), cited by Smith (2005), distinguish between three different types of reconstruction: physical, ideological and psychological. Such distinctions are helpful in addressing the specific requirements for the reconstruction of a more inclusive education system.…”

Section: Literature Reviewmentioning

confidence: 98%

Education in times of conflict and the invisibility of disability: a focus on Iraq?

Miles

2013

Disability & Society

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Education has come to be a key focus of the humanitarian response of international agencies in countries affected by conflict, but disabled children tend to be excluded from these education initiatives. Yet the reconstruction process can provide governments with a unique opportunity to reassess the way they educate disabled children, and consider moving towards more inclusive educational approaches. Indeed, crises can be seen as opportunities to 'build back better'. A review of the limited literature is followed by an account of a disability study in Iraq, and reflections on the way forward for collaborative research on educational reconstruction in post-conflict societies.

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Section: Literature Reviewmentioning

confidence: 98%

Education in times of conflict and the invisibility of disability: a focus on Iraq?

Miles

2013

Disability & Society

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“…Increased interest in the field of peace education has lead to more scholars exploring links between education and conflict (Smith 2005) and education and peace Galtung (1985). 7 In these studies, questions arise in regard to the choice of orientation towards academic research or a focus on program evaluations and implementations.…”

Section: Peace Education and The Conflicts In Israel And Northern Irementioning

confidence: 99%

The 3Rs of integration: respect, recognition and reconciliation; concepts and practices of integrated schools in Israel and Northern Ireland

Ben-Nun

2013

Journal of Peace Education

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Integrated schools in Israel and Northern Ireland create a shared educational environment for communities separated by intractable conflict. This article reports on comparative research undertaken in schools in each region that pursued how integration is understood and practiced. In my findings, I present the central values of integration, termed the '3Rs of integration: respect, recognition and reconciliation' and explain the regional differences in how the 3Rs of Integration shape the unique educational alternative provided by the schools. The discussion highlights transferable lessons, and considers these as they relate to each society's local context and the goals of peace education.

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“…In recent years, it has been clearly shown that conflict-affected communities place high value on education and perceive it as one of the few protective measures in situations of insecurity or instability externally (see for example, Smith and Vaux, 2003;Smith, 2005;Winthrop and Kirk, 2008;Save the Children, 2013). Great importance has been given and continues to be given to the restoration of education provision due to its visible and important role in restoring/reconstructing state legitimacy and the important function as a "peace dividend" it can play (Rose and Greeley, 2006).…”

Section: "Four Years After the Signing Of The Helsinki Memorandum Acmentioning

confidence: 99%

Education and social change in post-conflict and post-disaster Aceh, Indonesia

Shah

Cardozo

2014

International Journal of Educational Development

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Education in the twenty‐first century: Conflict, reconstruction and reconciliation1

Cited by 96 publications

References 12 publications

Education in times of conflict and the invisibility of disability: a focus on Iraq?

Education in times of conflict and the invisibility of disability: a focus on Iraq?

The 3Rs of integration: respect, recognition and reconciliation; concepts and practices of integrated schools in Israel and Northern Ireland

Education and social change in post-conflict and post-disaster Aceh, Indonesia

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