By Claire McGlynn (Editor) Zvi Bekerman (Editor)
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Extra info for Addressing Ethnic Conflict through Peace Education: International Perspectives
Londonderry, NI: UN/INCORE Research monograph series. W. T. (1994). Leading the cooperative school. Edina, MN: Interaction Book Company. Leichty, J. and Clegg, C. (2001) Moving beyond sectarianism: Religion, conflict and reconciliation in Northern Ireland. Blackrock CO, Dublin: The Columba Press. , and Morgan, V. (1996). Intergroup friendships: Integrated and desegregated schools in Northern Ireland. The Journal of Social Psychology, 136: 549–558. McDonald, H. (2002). Catholic stance on integrated schools attacked.
And Smith, A. (2002). Selection, integration and diversity in Northern Ireland. M. Gray, K. Lloyd, P. Devine, G. Robinson, and D. ), Social attitudes in Northern Ireland: The eighth report (pp. 120–137). London: Pluto. Hadjipavlou-Trigeorgis, M. (2000). A partnership between peace education and conflict resolution: The case of Cyprus. Retrieved December 12, 2003 from http://construct. S. (2002). The practice of integrated education in Northern Ireland: The teachers’ perspective. Londonderry, NI: UN/INCORE Research monograph series.
Textbook revision projects are moving to front stage in several postconflict societies as part of educational reform efforts to better ensure more balanced and inclusive accounts in the education of youth regarding subject narratives, most commonly in history texts. Educational curricula in postconflict states need to move away from the traditional monocultural perspective and move toward “multiperspectivity” that recognizes that a multiple range of interpretations may exist in history, especially over large and controversial events, and that because different groups of people see historical events differently, multiple perspectives can be legitimate.
Addressing Ethnic Conflict through Peace Education: International Perspectives by Claire McGlynn (Editor) Zvi Bekerman (Editor)