Abstract
Education systems and institutions have undergone numerous transformations in the last five decades due to socio-political reforms prompted by demographic changes, social upheavals and demands for equal rights. Today, in an increasingly interconnected world, where shared societies are increasingly the norm, schools are at the centre of the on-going pursuit for coexistence in multi-ethnic and multi-cultural societies. Policymakers, educators and advocates are among the many players who have contributed to the changing landscape of education and coexistence in divided and post-conflict contexts. This chapter offers an overview of key issues in the evolving relationship between coexistence and education systems across many societies and highlights continuing dilemmas faced by schools in divided and post-conflict contexts. The basis upon which we understand coexistence to operate is that provided by Coexistence International, which states that coexistence work covers the range of initiatives necessary to ensure that communities and societies can live more equitably and peacefully together, including conflict prevention and management, post-conflict and conflict transformation work, conflict- sensitivity, peace-building, reconciliation, multicultural and pluralism work. Other language that seeks to describe a similar vision includes social cohesion, social inclusion and social integration (www.coexistence.net).
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© 2013 Tony Gallagher
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Gallagher, T. (2013). Education for Shared Societies. In: Public Policies in Shared Societies. Palgrave Macmillan, London. https://doi.org/10.1057/9781137276322_6
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DOI: https://doi.org/10.1057/9781137276322_6
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