Reshaping the Future

Buckland, Peter G.

doi:10.1596/0-8213-5959-2

Cited by 49 publications

(26 citation statements)

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“…116 In such a recurrent state of conflict, the process of educational transition tends to remain fragile, uneven, and distorted-a product of political and socio-economic twists and turns arbitrated by ideological and militant actions. 117 Against this background, the Palestinian case supports the relationship between relative political stability and the sustainability of educational reforms, which has also been suggested in scholarship on Angola, Cambodia, Kurdistan, and the Grenada Revolution. 118 Socio-economic confidence and material affluence promote education in conflict situations, whereas economic disparity hinders it.…”

Section: T H E S U S Ta I N a B I L I T Y O F E D U C At I O N A L D mentioning

confidence: 72%

“…117 Against this background, the Palestinian case supports the relationship between relative political stability and the sustainability of educational reforms, which has also been suggested in scholarship on Angola, Cambodia, Kurdistan, and the Grenada Revolution. 118 Socio-economic confidence and material affluence promote education in conflict situations, whereas economic disparity hinders it. In most Caribbean states, limited resources and inadequate budgetary allocations pose severe challenges, 119 in contrast to resource-rich states like Sierra Leone, which maintain strong support for education through a period of conflict.…”

Section: T H E S U S Ta I N a B I L I T Y O F E D U C At I O N A L D mentioning

confidence: 72%

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The Evolution and Implementation of a National Curriculum Under Conditions of Resistance: The Case of the Palestinians (1970–82)

Amour¹

2018

Int. J. Middle East Stud.

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Can a nation mobilizing for an extended armed conflict also construct and implement a national educational curriculum? This article explores the complex and crucial case of the Palestine Liberation Organization (PLO) as it sought to develop a national curriculum while in exile in Lebanon during the 1970s, prior to the inception of the Palestinian National Authority. Based on previously unexamined primary sources from PLO archives, I show how the PLO accomplished a high level of curriculum maturity despite considerable contextual and institutional challenges. The PLO mainstream embraced this curriculum as a political instrument of anticolonial and postdiasporic education suitable for regenerating a sense of community, fostering nation building, and increasing the PLO's political legitimacy. However, as can be expected in a colonial or diasporic setting, the process of educational transition remained uneven, fragile, and dependent on the PLO leadership's ability to navigate conflicts and negotiate arrangements with colonial power, host states, and international organizations.

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Section: T H E S U S Ta I N a B I L I T Y O F E D U C At I O N A L D mentioning

confidence: 72%

Section: T H E S U S Ta I N a B I L I T Y O F E D U C At I O N A L D mentioning

confidence: 72%

The Evolution and Implementation of a National Curriculum Under Conditions of Resistance: The Case of the Palestinians (1970–82)

Amour¹

2018

Int. J. Middle East Stud.

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“…In addition, reports published by influential donor organizations (e.g. UNDP, 2003;Buckland, 2005;Caldwell, 2005) were reviewed in order to seek convergence with or divergence from the premise of internationally popular reform of decentralized school governance and its actual implementation in post-conflict BiH.…”

Section: Data-gathering Methodsmentioning

confidence: 99%

“…International donors have supported decentralized school governance around the world (see UNDP, 2003;Buckland, 2005 for the World Bank; Caldwell, 2005 for UNESCO), leading to the neo-institutionalists' claim of global educational isomorphism (Meyer & Ramirez, 2000). However, such a claim has been challenged by comparative education scholars such as Anderson-Levitt (2003), Phillips & Ochs (2003), Steiner-Khamsi (2006) and Yang (2007).…”

Section: Multi-level Analysismentioning

confidence: 99%

Navigating a Divided Society: Educational Research Strategies for Post-Conflict Bosnia and Herzegovina

Komatsu

2012

Research in Comparative and International Education

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This article discusses methodological issues associated with education research in Bosnia and Herzegovina (BiH) and describes strategies taken to address them. Within a case study, mixed methods allowed the author to examine school leaders' perceptions multi-dimensionally. Multi-level analysis was essential to the understanding of policy-making and implementation in BiH, where school governance was affected by the political dynamics beyond local communities. In the research operation phase, multiple measures were taken to facilitate the implementation process, counter validity threats and solicit respondents' participation in a politically charged and fragmented post-conflict society. Data analysis was conducted by following established procedures, while requiring a careful synthesis of mixed-methods results. By making explicit various methodological issues that were encountered and describing strategies adopted, this article intends to contribute to the improvement of and discussion around research design and implementation in similarly challenging post-conflict environments.

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“…Since the 1990s, and most notably in the past decade, there has been a surge of literature on the relationship between education and violent conflict. Many, both practitioners and academics, have claimed the ‘mushrooming’ (Buckland, 2005) of literature since the 1990s to be an emergence of a field of education and conflict, albeit under different names (see Arnhold et al, 1998; Burde, 2005; INEE, 2004; Kagawa, 2005; Karpinska et al, 2007; Sinclair, 2002). 1…”

Section: Introductionmentioning

confidence: 99%

Schooling’s ‘contribution’ to contemporary violent conflict: Review of theoretical ideas and case studies in the field of education and conflict

Matsumoto

2015

Research in Comparative and International Education

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Some argue that the field of study of ‘education and conflict’ has yet to be solidified since its emergence in the 1990s, partly due to the weak theory base. This article reviews the literature on the ‘contribution’ of schooling in contemporary violent conflict, via three strands of theoretical ideas, to demonstrate the validities and limitations of the current theoretical ideas available in the field. The article shows that the literature is skewed toward cases of ethnic conflicts and limited to theoretical ideas that fail to explain the complexities of contemporary conflicts captured by the case studies. It also shows the still insufficient engagement of the literature in the field with the dynamics and the root causes of contemporary conflict that have been demonstrated by scholars across social sciences.

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Reshaping the Future

Cited by 49 publications

References 0 publications

The Evolution and Implementation of a National Curriculum Under Conditions of Resistance: The Case of the Palestinians (1970–82)

The Evolution and Implementation of a National Curriculum Under Conditions of Resistance: The Case of the Palestinians (1970–82)

Navigating a Divided Society: Educational Research Strategies for Post-Conflict Bosnia and Herzegovina

Schooling’s ‘contribution’ to contemporary violent conflict: Review of theoretical ideas and case studies in the field of education and conflict

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