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

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@article{4f624f83068644eaaa416371a51b41ca,
title = "Mapping the relationship between education reform and power-sharing in and after intra-state peace agreements: a multi-methods study",
abstract = "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.",
keywords = "Education Policy, Power-Sharing, Peace Agreements",
author = "Giuditta Fontana",
year = "2018",
month = aug
day = "31",
doi = "10.17609/3m0x-8692",
language = "English",
volume = "4",
pages = "74--113",
journal = "Journal on Education in Emergencies",
issn = "2518-6833",
publisher = "Inter-Agency Network for Education in Emergencies",
number = "1",

}

RIS

TY - JOUR

T1 - Mapping the relationship between education reform and power-sharing in and after intra-state peace agreements

T2 - a multi-methods study

AU - Fontana, Giuditta

PY - 2018/8/31

Y1 - 2018/8/31

N2 - 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.

AB - 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.

KW - Education Policy

KW - Power-Sharing

KW - Peace Agreements

UR - http://hdl.handle.net/2451/42481

U2 - 10.17609/3m0x-8692

DO - 10.17609/3m0x-8692

M3 - Article

VL - 4

SP - 74

EP - 113

JO - Journal on Education in Emergencies

JF - Journal on Education in Emergencies

SN - 2518-6833

IS - 1

ER -