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101 0 $aeng
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181   $ctxt$2rdacontent
182   $cc$2rdamedia
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200 10$aSchooling for Peaceful Development in Post-Conflict Societies $eEducation for Transformation? /$fby Clive Harber
205   $a1st ed. 2019.
210  1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2019.
215   $a1 online resource (318 pages)
311   $a3-030-17688-6 
327   $aPreface -- Chapter 1. Violence, Violent Conflict and Schooling -- Chapter 2. Education as potentially preventative of violent conflict -- Chapter 3. How might schooling be transformed to contribute to peace? -- Chapter 4. A (partial) post-conflict educational success story? Colombia -- Chapter 5. Evidence on schools and peacebuilding in post-conflict developing societies school governance, management and ethos -- Chapter 6. Evidence on curriculum - Peace Education in Africa -- Chapter 7. Evidence on curriculum - Peace Education in Asia (and the Middle East) -- Chapter 8. Evidence on curriculum - history and religious education -- Chapter 9. Evidence on curriculum - citizenship education and classroom teaching methods -- Chapter 10. Evidence from further post-conflict countries -- Chapter 11. Explaining the failure of education as a vehicle for peaceful transformation - and why is the myth perpetuated?
330   $aThis book explores how, and if, formal education affects peacebuilding in post-conflict societies. As schooling is often negatively implicated in violent conflict, the author highlights the widely expressed need to ?build back better? and ?transform? schooling by changing both its structures and processes, and its curriculum. Drawing upon research from a wide range of post-conflict developing societies including Cambodia, Colombia and Kenya, the author examines whether there is any empirical support for the idea that schooling can be transformed so it can contribute to more peaceful and democratic societies. In doing so, the author reveals how the ?myth? of building back better is perpetuated by academics and international organisations, and explains why formal education in post-conflict developing societies is so impervious to radical change. This important volume will appeal to students and scholars of education in post-conflict societies.
606   $aInternational education 
606   $aComparative education
606   $aEducational policy
606   $aEducation and state
606   $aSchools
606   $aEducational sociology 
606   $aEducation and sociology
606   $aPeace
606   $aInternational and Comparative Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O13000
606   $aEducational Policy and Politics$3https://scigraph.springernature.com/ontologies/product-market-codes/O19000
606   $aSchools and Schooling$3https://scigraph.springernature.com/ontologies/product-market-codes/O52000
606   $aSociology of Education$3https://scigraph.springernature.com/ontologies/product-market-codes/X22070
606   $aEducation Policy$3https://scigraph.springernature.com/ontologies/product-market-codes/X33030
606   $aPeace Studies$3https://scigraph.springernature.com/ontologies/product-market-codes/912070
615  0$aInternational education .
615  0$aComparative education.
615  0$aEducational policy.
615  0$aEducation and state.
615  0$aSchools.
615  0$aEducational sociology .
615  0$aEducation and sociology.
615  0$aPeace.
615 14$aInternational and Comparative Education.
615 24$aEducational Policy and Politics.
615 24$aSchools and Schooling.
615 24$aSociology of Education.
615 24$aEducation Policy.
615 24$aPeace Studies.
676   $a370.11
676   $a370.11
700   $aHarber$b Clive$4aut$4http://id.loc.gov/vocabulary/relators/aut$0854500
906   $aBOOK
912   $a9910337753203321
996   $aSchooling for Peaceful Development in Post-Conflict Societies$92529547
997   $aUNINA