Abstract
Although the recent years in Vukovar, Croatia, have been peaceful it would be incorrect to say that full reconciliation has been achieved. In this chapter, we will take a look at the current educational system in Vukovar and specifically into the problem of segregated schooling. We will try to explain the reasons why and how such schooling came to be, and how the main stakeholders in Vukovar, that is, the Croatian majority and the Serbian minority, view current schooling in the city. We will also present two different approaches that the Nansen Dialogue Centre (NDC) has taken as a possible answer to this problem: The New School Project, an initiative to open an integrated school in Vukovar, and the implementation of the intercultural subject “Cultural and Spiritual Heritage of the Region” (CSHR), that has been introduced in the curriculum of presently segregated schools. Finally, we will talk about the lessons learnt from our work, by presenting both the achievements and the obstacles we have encountered in our journey to promote integrated schooling in Vukovar.
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© 2013 Claire McGlynn, Michalinos Zembylas, and Zvi Bekerman
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Uremovic, M., Milas, I. (2013). Challenges of Education for Peace in Segregated Schools in Vukovar. In: McGlynn, C., Zembylas, M., Bekerman, Z. (eds) Integrated Education in Conflicted Societies. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137280985_13
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DOI: https://doi.org/10.1057/9781137280985_13
Publisher Name: Palgrave Macmillan, New York
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