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

Matsumoto, Mitsuko

doi:10.1177/1745499915571708

Cited by 12 publications

(5 citation statements)

References 52 publications

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“…This excludes decisions natives make over their own schools. I categorize two types, penetrative and shallow, which I operationalize using criteria from literature on education and conflict: curriculum, instructors, language, and enrollment (Matsumoto 2015).…”

Section: Argumentmentioning

confidence: 99%

State Institutions, Civic Associations, and Identity Demands

2024

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In a project of this ambition-covering almost twenty regions in eight countries-the thanks spread far and wide. We first want to thank the incountry experts and informants who made each of the individual chapters possible. As a community of scholars, we are constantly reminded that we are students of the citizens and cultures of the countries that we study. We express deep gratitude to them for allowing us access to their worlds and for imparting wisdom to us in its variety of forms.Next, we want to thank each of the contributors to the volume and the additional scholars whose chapters did not quite fit into the final organization of the book. Mai Truong and Paul Schuler have an excellent account on whether there is a north-south identity divide in Vietnam. The account can be found in a special issue of Asian Politics and Policy (31, no. 1 [2021]). We would have loved to include that article in this volume, and we encourage all to read it. Additionally, Shelli Israelsen wrote an interesting account on the lack of mobilization among Bamar and Karen women, which also unfortunately did not make it into the volume.Earlier drafts of all these chapters were presented at a 2019 American Political Science Association Mini-Conference ("Explaining Identity Formation in Asia"). We would like to thank the six discussants for their comments-both on the individual chapters and on the overall framing for the book:

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Section: Argumentmentioning

confidence: 99%

State Institutions, Civic Associations, and Identity Demands

2024

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“…The paradox is well known: nation-state sponsored education has two faces. In all too many ways, schools, in what and how they teach and operate, often exacerbate inter-group grievances and enmity, systemic and overt violence (Bellino & Williams, 2017;Bush & Saltarelli, 2000;Davies, 2011;Matsumoto, 2015;Paulson, 2008). Yet simultaneously, school institutions are sites of encounter and struggle among competing visions-both symbols and resources for people's hopes and dreams for social development and peace (Bellino & Williams, 2017;Bush & Saltarelli, 2000;Davies, 2011;Matsumoto, 2015;Paulson, 2008).…”

Section: Forewordmentioning

confidence: 99%

“…In all too many ways, schools, in what and how they teach and operate, often exacerbate inter-group grievances and enmity, systemic and overt violence (Bellino & Williams, 2017;Bush & Saltarelli, 2000;Davies, 2011;Matsumoto, 2015;Paulson, 2008). Yet simultaneously, school institutions are sites of encounter and struggle among competing visions-both symbols and resources for people's hopes and dreams for social development and peace (Bellino & Williams, 2017;Bush & Saltarelli, 2000;Davies, 2011;Matsumoto, 2015;Paulson, 2008). The symbolic importance of textbooks, inspiring agentic citizen action for or against peace, is especially evident in the Pakistan case, where a textbook's respectful recognition of a Pakistani Nobel Prize winner from a stigmatized minority sect of Islam provoked protests (Kalhoro & Cromwell, this volume), and in the Jordan case, where protests arose over a woman portrayed in a textbook without her head covered (Shahzadeh, this volume).…”

Section: Forewordmentioning

confidence: 99%

Teaching Peace and Conflict

2022

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translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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“…When they are shallow, the system makes room for local identities. I operationalize education policies using criterion from literature on education and conflict: curriculum, instructors, language, and enrollment (Matsumoto, 2015). Curriculum refers to what is taught in classrooms.…”

Section: Theory and Definitionsmentioning

confidence: 99%

When institutions reinforce regional divides: Comparing Christian and Muslim colonial education policies in the Philippines

S. Mendoza

2021

Asian Politics and Policy

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Contrasting colonial experiences shaped regional cleavages in the Philippines. Spain converted natives to Christianity but struggled with converting the Muslim population. Spain only succeeded in driving them further south. American colonialism also perpetuated this regional divide: Christians were under civilian rule while Muslims were under military rule. These administrative regional divides happened concurrently, but a cohesive Christian identity developed much sooner than a Muslim identity in the south. Why do some regional identities develop sooner than others? I argue that variation in the onset of identity formation is the result of contrasting colonial education policies that fell along regional lines. Christians experienced a penetrative education policy, which cultivated a shared experience and facilitated the development of a national identity. Muslims experienced a shallow education policy, which did not have a unifying objective. These factors maintained fragmentation, rather than fostering a cohesive Muslim national identity.

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

Cited by 12 publications

References 52 publications

State Institutions, Civic Associations, and Identity Demands

State Institutions, Civic Associations, and Identity Demands

Teaching Peace and Conflict

When institutions reinforce regional divides: Comparing Christian and Muslim colonial education policies in the Philippines

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