Mapping the relationship between education reform and power-sharing in and after intra-state peace agreements: a multi-methods study

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To what extent does the adoption of consociational power-sharing affect the design and implementation of education reforms? This article maps this territory through rich and detailed existing interviews collected in Lebanon, Northern Ireland and the Former Yugoslav Republic of Macedonia in 2012-2013. This is corroborated by evidence from the first large-scale dataset of educational provisions in intra-state peace settlements (the Political Agreements in Internal Conflict dataset).

I find strong evidence that the values and practices of power-sharing affect the implementation of education reforms: they constrain syncretistic (integrationist or assimilationist) initiatives and enable pluralistic reforms. Analysis of the PAIC also suggests a relationship between the adoption of power-sharing and the inclusion of education reforms in peace agreements: pacts including power-sharing are more likely to also include pluralistic education reforms.

Beyond their implications for the theory and practice of post-conflict education reform, these findings inform research on peace agreements and on the factors conducive to successful power-sharing.


Original languageEnglish
Pages (from-to)74-113
Number of pages40
JournalJournal on Education in Emergencies
Issue number1
Early online date31 Aug 2018
Publication statusE-pub ahead of print - 31 Aug 2018


  • Education Policy, Power-Sharing, Peace Agreements

ASJC Scopus subject areas