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The traditional role of education was to promote social integration, but there has been increasing recognition that most, if not all, societies contain significant social and ethnic divisions. Schooling systems have responded in a variety of ways, but it is unclear which type of system best promotes positive inter-community relations. Education in Divided Societies examines the experience of a number of different systems, including common school systems used in the United States and Britain, federalized education in a number of the most diverse European societies, and the effects of separate schools in Northern Ireland and apartheid South Africa. The book argues that the relationship between structure and outcomes is highly dependent on local circumstances and that no system guarantees predictable outcomes. Rather, it argues that school systems should promote processes of dialogue and that this is best achieved in circumstances where the relationships between different communities are as interconnected as possible.

Ethnicity --- Minorities --- Multicultural education --- Education

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Multicultural education --- Multiculturalism --- Study and teaching

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Collaborative engagement between activist academics from Israel and Northern Ireland highlighted the challenges and potential of working through education to promote shared learning and shared life in divided societies. Following these initial explorations, the volume brought together educationalists from Europe, the United States and South Africa to widen the range of experience and insights, and broaden the base of the conversation. The result is this book on the role of shared education, not only in deeply divided societies, but also in places where minorities face discrimination, where migrants face prejudice and barriers, or where society fails to deal positively with cultural diversity. Together, the contributors challenged themselves to develop theoretical and practical paradigms, based on practical knowledge and experience, to promote activist pedagogies. Their shared purpose was to work for more humane, just and democratic societies, in which education offers genuine hope for sustained transformational change. The four main themes around which the book is organized are: educating for democratic-multicultural citizenship, models of shared learning, nurturing intercultural competencies, and reconciling dialogue in the face of conflicting narratives. The book draws on a wide range of international perspectives and insights to identify practical strategies for change in local contexts.

Comparative education

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Conflict management --- Peace --- Postwar reconstruction --- Study and teaching