Reclaiming Reconciliation through Community Education for the Muslims and Tamils of Post-War Jaffna, Sri Lanka

Autor/inn/en	Duncan, Ross; Cardozo, Mieke Lopes
Titel	Reclaiming Reconciliation through Community Education for the Muslims and Tamils of Post-War Jaffna, Sri Lanka
Quelle	In: Research in Comparative and International Education, 12 (2017) 1, S.76-94 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499917696425
Schlagwörter	Secondary School Students; Ethnic Groups; Religious Factors; Muslims; Foreign Countries; Conflict; Role of Education; Peace; Interdisciplinary Approach; Guidelines; Ethnography; War; Social Justice; Social Differences; Teaching Methods; Community Organizations; Educational Policy; Religion; Interviews; Sri Lanka + Suchen Sie Ihr Suchwort? Sekundarschüler; Ethnie; Muslim; Muslimin; Ausland; Konflikt; Bildungsauftrag; Frieden; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Richtlinien; Ethnografie; Krieg; Soziale Gerechtigkeit; Sozialer Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Interviewing; Interviewtechnik; Ceylon
Abstract	This paper explores the possibilities and challenges for ethno-religious reconciliation through secondary school education in post-war Sri Lanka, with a specific focus on the Muslim and Tamil communities in the Northern city of Jaffna. In doing so, we position our paper within the growing field of "education, conflict and emergencies" of which there has been a growing body of literature discussing this contentious relationship. The paper draws from an interdisciplinary and critical theoretical framework that aims to analyse the role of education for peacebuilding, through a multi-scalar application of four interconnected dimensions of social justice: redistribution, recognition, representation and reconciliation (or 4 R's, Novelli, Lopes Cardozo and Smith, 2015). We apply this framework to interpret primary data collected through an ethnographic study of two under-studied communities that have been disproportionately affected by the 1983 to 2009 civil war and displacement: the Northern Sri Lankan Muslims and Northern Sri Lankan Tamils. We find that structural inequalities in society are replicated in formal secondary school education and are perceived to be perpetuating ethno-religious conflict between Muslim and Tamil; second, through a multi-scalar analysis, formal peace education is perceived by respondents not to be meeting the needs of communities; and third, we observe how in response to failings of state peace education, an "unofficial" Tamil-Muslim community education incorporating a social justice-based approach has emerged. This has facilitated a process of cross-community reconciliation between Muslim and Tamil through individual (teachers, students) and community (Muslim-Tamil community based organisations) agency. The paper concludes by offering suggestions for peace education policy and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01