The Emotional Readiness of Greek Cypriot Teachers for Peaceful Co-Existence

Autor/inn/en	Zembylas, Michalinos; Kendeou, Panayiota; Michaelidou, Athina
Titel	The Emotional Readiness of Greek Cypriot Teachers for Peaceful Co-Existence
Quelle	In: European Journal of Education, 46 (2011) 4, S.524-539 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/j.1465-3435.2011.01498.x
Schlagwörter	Curriculum Development; Conflict; Peace; Educational Change; Foreign Countries; Educational Policy; Emotional Response; Teacher Attitudes; Educational Environment; Social Justice; Change Strategies; Elementary School Teachers; Secondary School Teachers; Teacher Education; Cyprus + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Konflikt; Frieden; Bildungsreform; Ausland; Politics of education; Bildungspolitik; Emotionales Verhalten; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziale Gerechtigkeit; Lösungsstrategie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Zypern
Abstract	In this article, we: (1) offer a conceptualisation of what it means for Greek Cypriot teachers to be "reconciled" with the "other side" (i.e. Turkish Cypriots) in Cyprus; (2) examine Greek Cypriot teachers' emotional responses to the new educational objective of cultivating peaceful coexistence in schools; and (3) investigate how Greek Cypriot teachers' perceptions of reconciliation and emotional responses to the new educational objective of cultivating peaceful coexistence are entangled, and what implications these entanglements may have for educational reform efforts. This investigation is based on data collected in a national survey of Greek Cypriot primary and secondary teachers. The study is important not only for the Greek Cypriot educational system, but also for educational reform efforts in other conflict-ridden areas in Europe because it addresses a fundamental issue in relation to reconciliation: Can teachers, who may still carry traumatic experiences from a conflict and thus be (potentially) emotionally unready to engage in reconciliation, be convinced to put the past behind and promote peaceful coexistence in schools? The findings highlight the teachers' multiple ambivalences, yet they also identify openings for promoting reconciliation and peaceful coexistence in schools. The implications are discussed in terms of educational policymaking, curriculum development, and teacher training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10