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.
ASJC Scopus subject areas
- Cultural Studies
- Political Science and International Relations