安全、冲突管理与建设和平:1989-2016年国内政治协议中的正规教育

IF 2.6 4区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Giuditta Fontana
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引用次数: 0

摘要

在她开发的数据集的混合方法分析中,朱迪塔·丰塔纳探讨了自冷战结束以来,正式的国内和平进程如何解决了非正规教育改革问题。通过研究正规教育改革的频率、改革包容的背景和改革目标的框架,她发现,州内政治协议限制了教育建设和平的潜力,因为它们很少将教育作为一个组成部分,它们的地缘政治背景和更广泛的内容与教育改革的包容没有明确的联系。教育改革的主要目的是促进安全和冲突管理,而不是促进长期和平建设。这篇文章对学术和政策有着根本性的影响,它表明和平协议的重点是促进消极和平,而不是更雄心勃勃的积极和平,这是在受冲突影响的环境中实现教育建设和平潜力的障碍。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Security, Conflict Management, and Peacebuilding: Formal Education in Intrastate Political Agreements, 1989–2016
In this mixed methods analysis of a dataset she developed, Giuditta Fontana explores how formal intrastate peace processes have addressed reforms of for mal education since the end of the Cold War. Looking at the frequency of reforms of formal education, the con text for their inclusion, and the framing of their aims, she finds that intrastate political agreements circumscribe the peace building potential of education because they rarely include education as a component, their geopolitical context and broader content are not clearly associated with the inclusion of education reforms, and education reforms are primarily framed as contributing to security and conflict management rather than long-term peace building. With fundamental implications for scholarship and policy, this article shows that peace agreements’ focus on the promotion of negative peace rather than more ambitious positive peace is an obstacle to realizing the peacebuilding potential of education in conflict-affected contexts.
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来源期刊
Harvard Educational Review
Harvard Educational Review EDUCATION & EDUCATIONAL RESEARCH-
自引率
0.00%
发文量
20
期刊介绍: The Harvard Educational Review (HER) accepts contributions from researchers, scholars, policy makers, practitioners, teachers, students, and informed observers in education and related fields. In addition to original reports of research and theory, HER welcomes articles that reflect on teaching and practice in educational settings in the United States and abroad.
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