Does Education Help the Transition out of Power-Sharing in Plural Societies? A Comparative Study

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@article{6f407242839f4cacb9039309e04f460f,
title = "Does Education Help the Transition out of Power-Sharing in Plural Societies? A Comparative Study",
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.",
author = "Giuditta Fontana",
year = "2019",
month = mar
day = "28",
doi = "10.1080/17449057.2019.1595909",
language = "English",
journal = "Ethnopolitics",
issn = "1744-9057",
publisher = "Taylor & Francis",

}

RIS

TY - JOUR

T1 - Does Education Help the Transition out of Power-Sharing in Plural Societies? A Comparative Study

AU - Fontana, Giuditta

PY - 2019/3/28

Y1 - 2019/3/28

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=85063564742&partnerID=8YFLogxK

U2 - 10.1080/17449057.2019.1595909

DO - 10.1080/17449057.2019.1595909

M3 - Article

JO - Ethnopolitics

JF - Ethnopolitics

SN - 1744-9057

ER -