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The Contested Role of Education in Conflict and Fragility pp 29–44Cite as

Rethinking the Theoretical Grounding of Integrated Education in Conflicted Societies1

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Part of the book series: The World Council of Comparative Education Societies ((WCCE))

Abstract

Historically, segregated schools are the norm. An alternative educational model is provided through integrated schools—schools where children who are more normally educated apart are deliberately educated together. Integrated schools have originated in Northern Ireland but similar efforts are now met in several countries (e.g. Bosnia-Herzegovina, Macedonia, Croatia, Israel) (see McGlynn, Zembylas & Bekerman, 2013).

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Author information

Authors and Affiliations

  1. Open University, Cyprus

    Michalinos Zembylas

  2. The Hebrew University of Jerusalem, Jerusalem

    Zvi Bekerman

Authors
  1. Michalinos Zembylas
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  2. Zvi Bekerman
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Editor information

Editors and Affiliations

  1. Bar-Ilan University, Israel

    Zehavit Gross

  2. University of Birmingham, UK

    Lynn Davies

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Zembylas, M., Bekerman, Z. (2015). Rethinking the Theoretical Grounding of Integrated Education in Conflicted Societies1 . In: Gross, Z., Davies, L. (eds) The Contested Role of Education in Conflict and Fragility. The World Council of Comparative Education Societies. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-010-9_3

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