THE ROLE OF PEACE EDUCATION IN POST-CONFLICT ZONES OF CYPRUS' FOREIGN LANGUAGE EDUCATION POLICY

Cyprus has attracted the attention of several civilizations from past to present due to its geopolitical location in the Mediterranean. The fact that different states ruled in the island throughout its history has left a variety of traces in social, cultural, economic and political life. Due to the background of Cyprus, which goes deep into history, it is possible to see the different characteristics of the powers that ruled there, especially the traces of the education policies formulated by the British, who held the administration of the island in the 19th and 20th centuries, among the islanders today. Cyprus, one of the former British colonies with prolonged conflicts resulting in geopolitical division, has unique cultural characteristics compared to other British colonies (in Africa and Asia). In addition, it is seen as a place where different colonial policies were applied, since the political structure greatly influenced the educational structures and practices after the British period. The education system in Cyprus has always been intertwined with changing political developments both at home and abroad. In this island with two different ethnic groups which is governed from outside, education system inevitably became the reflection of debates and disagreements. As a result, in addition to being an effective institution where political outlooks and interests are reflected, education should be considered as one of the mechanisms through which governments can be successful in the post-conflict period. Therefore, the purpose of this study is to explain the importance of peace education in a post-conflict environment, in the light of the foreign language education policies pursued in Cyprus from past to present, and to define a few strategies that post-conflict societies can implement. This study is based on the qualitative analysis of governmental archives and empirical studies taking into consideration political developments at the focus of foreign language education policy. As a result, education in conflict-affected situations is more than providing services to the community. Because it is a means of socialization and identity development through transmitting knowledge, skills, values, and attitudes across generations. Education can hence be both a driver of conflict and a way to contribute to conflict transformation and peacebuilding.