LEADER 06065nam 22007335 450 001 9910720065503321 005 20251008143650.0 010 $a9783031262463 010 $a3031262468 024 7 $a10.1007/978-3-031-26246-3 035 $a(MiAaPQ)EBC7246045 035 $a(Au-PeEL)EBL7246045 035 $a(DE-He213)978-3-031-26246-3 035 $a(OCoLC)1378934151 035 $a(OCoLC)1379444502 035 $a(CKB)26581849500041 035 $a(EXLCZ)9926581849500041 100 $a20230504d2023 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPeace Pedagogies in Bosnia and Herzegovina $eTheory and Practice in Formal Education /$fedited by Larisa Kasumagi?-Kafed?i?, Sara Clarke-Habibi 205 $a1st ed. 2023. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2023. 215 $a1 online resource (349 pages) 311 08$aPrint version: Kasumagi?-Kafed?i?, Larisa Peace Pedagogies in Bosnia and Herzegovina Cham : Springer International Publishing AG,c2023 9783031262456 320 $aIncludes bibliographical references. 327 $aOpening Editorial: Exploring the Landscape of Peace Pedagogy in BiH; Larisa Kasumagi?-Kafed?i? and Sara Clarke-Habibi -- Part I: Peace Pedagogies, Concepts and Contexts -- Peace pedagogies: a review of key theories and approaches; Larisa Kasumagi?-Kafed?i? & Sara Clarke-Habibi -- Education as a victim and accomplice of conflict: Historical perspectives and possible ways of strengthening peace pedagogy in Bosnia and Herzegovina; Adila Pa?ali?- Kreso -- Approaches to peace education and institutionalization of peace values in formal education in Bosnia and Herzegovina; Eleonora Emki? -- Part II: Peacebuilding through Teacher Education -- Preparing future teachers to educate for democracy and human rights: the Western Balkans approach; Bojana Dujkovi?- Blagojevi? -- Integrating critical and intercultural pedagogies in teacher education and language didactics; Larisa Kasumagi?-Kafed?i? -- Fostering inner, interpersonal and intergroup peace through a Gestalt psychology approach in adult education; Mirjana Mavrak -- Teacher identity as a barrier and bridge to peace pedagogies; Sara Clarke-Habibi -- Part III: Peacebuilding through Curriculum and Pedagogy -- Peace in history education of Bosnia and Herzegovina; Melisa Fori? Plasto & Bojana Dujkovi? Blagojevi? -- Teacher reflections on peacebuilding through mother tongue language and literature education; Branka Ljubojevi? -- Drama-based pedagogy: theatre for social change in classroom; Naghmeh Sobhanil -- Pe ace pedagogy in intercultural and interreligious learning: insights from the ETOS Initiative and SAPERE BiH program (2014-2020); Zilka Spahi? ?iljak & Melika ?ahinovi? -- Evaluating intercultural sensitivity among high school and university students; Haris Ceri?, Amel Ali?, Sedin Habibovi? -- Part IV: Partnerships for Peace Learning -- Applied learning for peace: Experiential pedagogies, teacher practice and engagement in higher education; Juliet Millican & Larisa Kasumagi?- Kafed?i? -- Promoting peace and intercultural understandingthrough sustained partnership: the American-Bosnian Collaboration Projec; Larisa Kasumagi?-Kafed?i?, Paula M. Pickering, Ethan Brown; Closing Editorial: Peace Learning and Peace Action in Formal Education in BiH: From Romanticised Ideal to Orienting Paradigm and Achievable Objective; Sara Clarke-Habibi and Larisa Kasumagi?-Kafed?i?. 330 $aThis collection presents interdisciplinary perspectives on educating for peace in Bosnia and Herzegovina. It explores a range of theories, contexts, pedagogies and practices within formal education settings and draws attention to the multiple roles that teachers play in fostering socially transformative learning. The volume offers readers a critical exploration of peace pedagogy as an imagined ideal and fluid space between post-war educational politics, institutional and curricular constraints, and the lived experiences and identities of teachers and students in socially and historically situated communities. The book highlights local voices, initiatives and practices by illustrating good examples of how classrooms are being connected to communities, teacher education programs and teachers? continued professional development. It demonstrates why and how the grammars of peace in Bosnia and Herzegovina are still in a state of flux and negotiation, and what the implications are forclassroom practice and pedagogy. Recommendations are offered for policymakers, curriculum developers, teacher educators and teachers on how peace pedagogies can be promoted at all levels of the education system and through pre-service and in-service teacher education, taking into account the structural uniqueness of the country. . 606 $aTeaching 606 $aEducation$xPhilosophy 606 $aEducation, Higher 606 $aProfessional education 606 $aVocational education 606 $aPeace 606 $aPedagogy 606 $aPhilosophy of Education 606 $aHigher Education 606 $aProfessional and Vocational Education 606 $aPeace and Conflict Studies 615 0$aTeaching. 615 0$aEducation$xPhilosophy. 615 0$aEducation, Higher. 615 0$aProfessional education. 615 0$aVocational education. 615 0$aPeace. 615 14$aPedagogy. 615 24$aPhilosophy of Education. 615 24$aHigher Education. 615 24$aProfessional and Vocational Education. 615 24$aPeace and Conflict Studies. 676 $a370.1931 676 $a370.949742 702 $aKasumagic?-Kafedz?ic?$b Larisa 702 $aClarke-Habibi$b Sara 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910720065503321 996 $aPeace Pedagogies in Bosnia and Herzegovina$93359482 997 $aUNINA