Addressing Ethnic Conflict through Peace Education: by Claire McGlynn (Editor) Zvi Bekerman (Editor)

By Claire McGlynn (Editor) Zvi Bekerman (Editor)

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Perhaps the key question in regard to diversity in education lies in the choice between separation or integration, but on this issue the experience of Brown in the United States of America provides only partial answers. Despite the legal cover provided by the 1896 Plessy decision, legally mandated segregation is an affront to democratic standards. If nothing else, the Brown decision provides an inspirational example of a struggle for democracy and inclusion. The logic of the decision was for a move toward greater integration, but in this respect the wider lessons from Brown are much less obvious.

The Cypriot state(s) in situ: Cross-ethnic contact and the discourse of recognition. Global Society. htm. Douglas, L. (2003). Citizenship education and human rights education: An overview of recent developments in the UK. Manchester, England: British Council. Furlong, J. (1992). Reconstructing professionalism: Ideological struggle in initial teacher training. In M. Arnot and L. ), Voicing concerns: Sociological perspectives on contemporary education reforms (pp. 162–169). Brightwell-Sotwell: Triangle Books.

Over these years, the option of integrated education has become increasingly attractive to a larger percent of the population; in 2004, an estimated 700 families had to be “turned away” from integrated schools that were at full capacity (personal correspondence with NICIE chief executive officer, October 4, 2004). The growth of Integrated Education (IE) has been hard won in the face of considerable resistance, not the least of which has come from religious quarters (Gallagher, Osborne, and Cormack, 1993; Leichty and Clegg, 2001; McDonald, 2002; O’Connor, 2002).

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