The Role of School Curriculum in Sustainable Peace-Building: The Case of Sri Lanka

Autor/inn/en	Cunningham, Jeremy; Ladd, Suren
Titel	The Role of School Curriculum in Sustainable Peace-Building: The Case of Sri Lanka
Quelle	In: Research in Comparative and International Education, 13 (2018) 4, S.570-592 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499918807027
Schlagwörter	Sustainability; Peace; Leadership; Critical Thinking; Foreign Countries; Secondary School Curriculum; Ethnic Groups; Religious Cultural Groups; Student Diversity; Extracurricular Activities; School Culture; Social Integration; Democratic Values; Teaching Methods; Ethics; Citizenship Education; Sri Lanka; Uganda; Cambodia; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Frieden; Führung; Führungsposition; Kritisches Denken; Ausland; Ethnie; Kirchliche Gruppe; Religionszugehörigkeit; Außerunterrichtliche Aktivität; Schulkultur; Schulleben; Soziale Integration; Teaching method; Lehrmethode; Unterrichtsmethode; Ethik; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Ceylon; Kambodscha
Abstract	The civil war between the Sri Lankan government and the Liberation Tigers of Tamil Eelam (LTTE) ended in 2009, with total defeat of the LTTE and many thousands of civilian casualties. The country is now engaged in peace-building. Key elements of the secondary school curriculum--truth-seeking, social cohesion and active citizenship--may contribute to this. Six state secondary schools serving different ethnic and religious groups were selected for qualitative research into how far this is the case. Data was collected on the application of knowledge, skills and values in lessons, extra-curricular programmes and whole school culture. The analysis suggests that truth-seeking is weak, with no teaching about the historical roots of the conflict or contemporary issues. There are efforts to build leadership skills and impart democratic values, but the critical thinking and discussion skills necessary for social cohesion and active citizenship are largely absent. The findings are discussed in relation to evidence from Uganda, Cambodia and Northern Ireland. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01