Developing Social Cohesion through Schools in Northern Ireland and the Former Yugoslav Republic of Macedonia: A Study of Policy Transfer

Autor/inn/en	Loader, Rebecca; Hughes, Joanne; Petroska-Beshka, Violeta; Tomovska Misoska, Ana
Titel	Developing Social Cohesion through Schools in Northern Ireland and the Former Yugoslav Republic of Macedonia: A Study of Policy Transfer
Quelle	In: Journal on Education in Emergencies, 4 (2018) 1, S.114-140 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2518-6833
Schlagwörter	Social Integration; Cross Cultural Studies; Ethnic Groups; Religious Factors; Technology Transfer; Policy Analysis; Teacher Attitudes; Educational Practices; Educational Quality; Standards; Educational Policy; Cultural Context; Intergroup Relations; Catholics; Nationalism; Protestants; Foreign Countries; College Faculty; Program Development; Educational Finance; Incentives; Elementary School Students; Secondary School Students; United Kingdom (Northern Ireland); Macedonia + Suchen Sie Ihr Suchwort? Soziale Integration; Cultural comparison; Kulturvergleich; Ethnie; Technologietransfer; Politikfeldanalyse; Lehrerverhalten; Bildungspraxis; Quality of education; Bildungsqualität; Standard; Politics of education; Bildungspolitik; Intergruppenbeziehungen; Katholik; Nationalismus; Protestantism; Protestantismus; Ausland; Fakultät; Programmplanung; Bildungsfonds; Anreiz; Sekundarschüler
Abstract	Transferring education policy from one country to another, or between supranational bodies and national administrations, is common practice, and the potential benefits for educational quality and standards are evident. Despite these advantages, the dominant approaches to policy transfer have been criticized for, among other things, neglecting contextual influences on policy and prioritizing the economic function of education over others. In this article, we consider an example of policy transfer for another purpose: to promote social cohesion through schools, specifically in societies that have experienced ethnic division and conflict. Focusing on the model of shared education, which promotes school collaboration and contact between pupils across ethnic or religious boundaries, we explore a process of policy transfer between Northern Ireland and the former Yugoslav Republic of Macedonia. Drawing from documentary analysis, interviews with practitioners in both countries, and direct personal experience, we examine the purpose, nature, and impact of this case of policy transfer and identify what lessons can be shared with future education initiatives. (As Provided).
Anmerkungen	Inter-agency Network for Education in Emergencies. 122 East 42nd Street, 14th Floor, New York, NY 10168. e-mail: journal@inee.org; Web site: https://inee.org/evidence/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01