Abstract
This chapter will focus on issues specifically related to education in post-conflict Bosnia as it attempts to become a democracy and simultaneously both ‘reform and reconstruct’ (World Bank, 2005) after the war. As discussed in Chap. 2, how education is rebuilt in post-conflict societies is largely a theoretical field (INEE, 2011), and case studies are limited to help fill the ‘gap between broad concepts and practice in the field’ (Weinstein, Warshauer, & Hughson, 2007, p. 43). This book in general and this chapter in particular is an attempt to fill this gap and analyze if education in post-conflict era BiH has assisted in healing the psychosocial wounds of war, building peace, and promoting economic and social development and training of democratic citizens. In particular, this chapter addresses the role of education, democratic citizenship education, democratic pedagogy and curriculum, and quality of education in post-conflict BiH.
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References
Inter-Agency Network for Education in Emergencies (INEE). (2011). Understanding the role of teacher policy and programing in fragility. Paper presented at the Third International Policy Dialogue Forum of the Task Force on Teachers for EFA, Bali, Republic of Indonesia, September 13–14.
Krogh, S. L. (2008). Making Bosnia-Herzegovina safe for democracy (with some help from the kindergartens). Democracy & Education, 18(1), 41–45.
Weinstein, H. M., Warshauer, S. F., & Hughson, H. (2007). School voices: Challenges facing education systems after identity-based conflicts. Education, Citizenship and Social Justice, 2(1), 41–71.
World Bank (2005). Reshaping the future: Education and postconflict reconstruction. Washington, DC: World Bank.
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Lanahan, B. (2017). Post-Conflict Education in BiH—Education for Democracy?. In: Post-Conflict Education for Democracy and Reform. Palgrave Studies in Global Citizenship Education and Democracy. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-57612-5_4
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DOI: https://doi.org/10.1057/978-1-137-57612-5_4
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