Does Education Help the Transition out of Power-Sharing in Plural Societies? A Comparative Study

Abstract

Her research focuses on cultural institutions (education, museums, the media, cultural associations etc.) during and after violent intra-state conflicts. Her first monograph, 'Education Policy in Post-Conflict Societies: Lebanon, Northern Ireland and Macedonia' has been published with Palgrave. Does Education Help the Transition out of Power-Sharing in Plural Societies? A Comparative Study. This paper investigates the relationship between education policy and transition out of power-sharing by comparing the archetypal case study of the Netherlands to five contemporary typical cases of deeply divided societies which adopted power-sharing to manage their conflicts (Bosnia and Herzegovina, the Republic of North Macedonia, Iraq, Lebanon, and Northern Ireland). It shows that education systems generally reproduce rather than challenging power-sharing, particularly through separate and unequal schools. However, flexible institutional designs can accommodate shifting identities in education (as well as the wider political system), ultimately facilitating transition out of consociation over the long term.

The dataset of Political Agreements in Internal Conflicts (PAIC)

“…For example, Fontana is exploring the contextual factors leading to the adoption of specific cultural provisions in a political settlement. She is also analysing the relationship between cultural reforms and sustainable peacebuilding in conflict-affected societies (Fontana, 2017(Fontana, , 2019. Walsh is building on the finding that power sharing in commissions may contribute decisively to the resilience of a pact, by examining the setup and impact of independent commissions in and after peace processes worldwide (Walsh, 2017(Walsh, , 2018.…”

Making Representative Politics Work: Cross‐Segmental Parties in Consociations

“…Although difficulties to ensuring representation of cross‐cutting interests in consociational systems have been well established in the past (Fontana, 2021; Kennedy et al., 2016), it is clear that the inclusion of cross‐segmental interests does not end – but only begins – when individuals and parties backgrounding their segment's concerns pass the electoral threshold and join legislatures. As Taylor (2006) notes in relation to Northern Ireland, the requirement that elected representatives ‘must accept communal registration as ‘nationalist, unionist or other… locks individual politicians into group thinking and unequal rights' (p. 218).…”

'It's our turn (not) to learn': the pitfalls of education reform during post-war institutional transformation

“…Education reform is a key component of state-building after violence (Fontana 2018(Fontana , 2021King and Samii 2020). Despite its perceived neutrality, the provision (or lack thereof) of state-based formal education is the result of political processes.…”