Abstract
This paper investigates the relationship between education policy and transition out of power-sharing by comparing the archetypal case study of the Netherlands to five contemporary typical cases of deeply divided societies which adopted power-sharing to manage their conflicts (Bosnia and Herzegovina, the Republic of North Macedonia, Iraq, Lebanon, and Northern Ireland). It shows that education systems generally reproduce rather than challenging power-sharing, particularly through separate and unequal schools. However, flexible institutional designs in education (as well as the wider political system) can accommodate shifting identities, ultimately facilitating transition out of consociation over the long term.
| Original language | English |
|---|---|
| Journal | Ethnopolitics |
| Early online date | 28 Mar 2019 |
| DOIs | |
| Publication status | E-pub ahead of print - 28 Mar 2019 |
ASJC Scopus subject areas
- Cultural Studies
- History
- Political Science and International Relations
Access to Document
- Fontana_Does_education_help_the_transition_Ethnopolitics_2019
Checked for eligibility: 18/04/2019 This is an Accepted Manuscript of an article published by Taylor & Francis in Ethnopolitics on 28/03/2019, available online: DOI: 10.1080/17449057.2019.1595909 Giuditta Fontana (2019) Does Education Help the Transition out of Power-Sharing in Plural Societies? A Comparative Study, Ethnopolitics, DOI: 10.1080/17449057.2019.1595909