NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ906091
Record Type: Journal
Publication Date: 2010-Sep
Pages: 16
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-1745-7823
Pedagogic Struggles to Enhance Inclusion and Reconciliation in a Divided Community
Zembylas, Michalinos
Ethnography and Education, v5 n3 p277-292 Sep 2010
This article explores the successes and failures of teachers' pedagogies and school policies to establish a culture of inclusion and reconciliation at a shared secondary school in Cyprus--a school in which students from the two conflicting communities (Greek Cypriots and Turkish Cypriots) are co-educated. Drawing on an ethnographic study based on interviews and observations of six teachers, interviews with students and the school principal, and observations of students' interactions inside and outside the classroom, it is shown that there is resistance to shared education and the formation of reconciliation pedagogies. While most teachers choose to avoid contentious issues rather than exploring them in order to prevent possible conflicts, a few others push for clear integration policies and pedagogies. It is argued that although these efforts are well-intentioned they simply reinforce existing divisions due to the lack of commitment to systemic structural change.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Cyprus