Peace Pedagogies in Bosnia and Herzegovina: Theory and Practice in Formal Education

Description

This collection presents interdisciplinary perspectives on educating for peace in Bosnia and Herzegovina. It explores a range of theories, contexts, pedagogies and practices within formal education settings and draws attention to the multiple roles that teachers play in fostering socially transformative learning. The volume offers readers a critical exploration of peace pedagogy as an imagined ideal and fluid space between post-war educational politics, institutional and curricular constraints, and the lived experiences and identities of teachers and students in socially and historically situated communities. The book highlights local voices, initiatives and practices by illustrating good examples of how classrooms are being connected to communities, teacher education programs and teachers’ continued professional development. It demonstrates why and how the grammars of peace in Bosnia and Herzegovina are still in a state of flux and negotiation, and what the implications are for classroom practice and pedagogy. Recommendations are offered for policymakers, curriculum developers, teacher educators and teachers on how peace pedagogies can be promoted at all levels of the education system and through pre-service and in-service teacher education, taking into account the structural uniqueness of the country.   Acknowledgements Opening Editorial: Exploring the Landscape of Peace Pedagogy in BiH Part I: Peace Pedagogies, Concepts and Contexts Part II Peacebuilding Through Teacher Education Part III: Peacebuilding Through Curriculum and Pedagogy Part IV: Partnerships for Peace Learning References Contents Part I: Peace Pedagogies, Concepts and Contexts Chapter 1: Peace Pedagogies: A Review of Key Theories and Approaches Introduction to Peace and Peacebuilding Peace and Peacebuilding in Bosnia and Herzegovina Peace Education: The ‘What’ and ‘Why’ of Peace Teaching A Brief History of Peace Education Approaches to Peace Learning in Formal Education Peace Methodology for Teachers Peace Education in Bosnia and Herzegovina Peace Pedagogy: The ‘How’ and ‘Why’ of Peace Education Pedagogical Terminology in Bosnia and Herzegovina Bringing Pedagogy into Classroom Pedagogy, Andragogy and Theories of Learning Peace Pedagogy Today Different Pedagogies for Different Purposes Peace Pedagogies and Peace Education in Bosnia and Herzegovina Conclusions Take-Away Messages References Chapter 2: Education as a Victim and Accomplice of Conflict: Historical Perspectives and Possible Ways of Strengthening Peace Pedagogy in Bosnia and Herzegovina Introduction How BiH Education Is a Victim and Accomplice of Conflict Historical and Cultural Influences on BiH Education How Can BiH Education Contribute More Constructively to Peacebuilding? Recommendations Handle Ethnic Affiliation Sensitively? Promote Conscientization Desegregate Education, Desegregate Whole Society Strengthen the Role of Education Research and Call upon Educational Experts Reclaim ‘Odgoj’ in BiH Education Train Teachers in Critical Thinking, Intercultural Learning and Dealing with the Past Take-Away Messages References Chapter 3: Approaches to Peace Education and Institutionalization of Peace Values in Formal Education in Bosnia and Herzegovina Peace Education in Bosnia and Herzegovina Initiatives to Introduce Peace Education Values Through Non-formal Approaches Integration of Peace Education Values in BiH Formal Education Institutionalization of Peace Education and Peace Education Policy in BiH Conclusion Take-Away Messages References Recommended Readings Part II: Peacebuilding Through Teacher Education Chapter 4: Preparing Future Teachers to Educate for Democracy and Human Rights: The Western Balkans Approach Introduction Teacher Education in Western Balkans and Bosnia and Herzegovina Project “Preparing Future Teachers: Educating for Democracy and Human Rights” Increasing the Teaching Practice and New Semester Courses The Role of Mentoring Effects of Covid 19 on the Project Activities BiH Universities and Democracy Pedagogies Conclusion Take-Away Messages Sources for Peace Pedagogies References Chapter 5: Integrating Critical and Intercultural Pedagogies in Teacher Education and Language Didactics Introduction Intercultural Education and Learning to Live Together in Bosnia and Herzegovina The Role of Pedagogy in Intercultural Learning in Higher Education Defining Intercultural Competences Critical Approaches and Strategies for Teaching Intercultural Learning Intercultural Pedagogy in Teacher Education Program at the University of Sarajevo Conclusion Take-Away Messages References Chapter 6: Fostering Inner, Interpersonal and Intergroup Peace Through a Gestalt Psychology Approach in Adult Education Peace, War and Restlessness in Human Development Peace Education as Adult Education Gestalt Psychotherapy and Peace Education with Adults Theory and Practice of Experiential and Transformative Learning in Adult Education and Peace Education From Inner to Interpersonal and Intergroup Peace: Working with Shadow Lessons Learned on Adult Education and Gestalt Psychotherapy as a Necessity in Teachers’ Peace Education Take-Away Messages Resources for Further Reading References Chapter 7: Teacher Identity as a Barrier and Bridge to Peace Pedagogies Introduction Theorising Teacher Identity Mapping Teachers’ Identities Identity Work Teacher Values, Beliefs and Agency Teacher Identities and Emotions in Conflict and Peacebuilding Contexts Researching Teachers’ Identities and Roles in Peacebuilding: The Case of Bosnia and Herzegovina Vignette 1: Milena Vignette 2: Senada Vignette 3: Bojana Vignette 4: Jadranka Teachers’ Identities and Peace Pedagogies The Role of Identity in Teaching Controversial Issues Teachers’ Roles in Reproducing Conflict Regimes Strategies for Developing Teacher Identity: The Role of Teacher Educators Conclusions Take-Away Messages References Part III: Peacebuilding Through Curriculum and Pedagogy Chapter 8: Peace in History Education of Bosnia and Herzegovina Introduction Remarks on the Educational System of Bosnia and Herzegovina and History Teaching European and BiH Policy Frameworks for Peacebuilding Through History Education History in Primary Education Policy and Textbooks History in Secondary Education Curricula and Textbooks History in Higher Education Curricula Conclusions Reflections on History Teaching in Practice and Alternative Voices as Vision for Peace Take-Away Messages Sources References Chapter 9: Teacher Reflections on Peacebuilding Through Mother Tongue Language and Literature Education Introduction My Orientation as a Teacher Educating for a Peaceful and Intercultural Society: Some Peace Pedagogy Approaches and Methods Nurturing Dialogue and Debate Stimulating Critical Thinking Through Comparative Literature Researching Global Issues Through Contemporary Literature Exploring Multiple Perspectives on the Past and the Present Through Classical Works Analysing Sensitive Topics Through Extended Essays Drawing on Personal Emotions and Attitudes in Learning Exploring Personal and Social Identities Respecting each Other and Learning to Live Together A Review of Peace Pedagogy Approaches Responses of My Students and Community to Peace Education Conclusion Take-Away Messages Resources Chapter 10: Drama-Based Pedagogy: Theatre for Social Change in Classroom Introduction Educational Drama, Applied Drama or Theatre in Education (TiE) The Need for Change and the Theatre of the Oppressed – Forum Theatre The Power of TiE in Classrooms – The Importance of Innovative Approaches, Teacher Identity and the Role of Drama Educator The Plays and their Pedagogical Implications Conclusion: Contribution of Applied Theatre to Peace Pedagogies Take-Away Messages References Additional Online Sources Chapter 11: Peace-Based Education in Early Post-War Bosnia and Herzegovina: Insights from the Education for Peace Program (2000–2013) Introduction The Role of Education in Peacebuilding Introducing Education for Peace in the Early Post-War Context Distinguishing Features of the Education for Peace Approach A Whole-Community Approach Engaging Teachers and School Staff in a Reflective Process Before Introducing Teaching Techniques Exploring Worldview Assumptions & Fostering a Peace-Oriented Worldview Exploring Broader Peace-Oriented Concepts in every Subject of Study Exploring the Nature and Dynamics of Unity in Diversity Operationalizing Whole Community Engagement Consultative Mechanisms with Teachers, School Administrators and Education Officials Viewing Teachers as Collaborators during the in-Service Training and Support Inclusively Engaging Schools and Education Authorities Representing Diverse BiH Groups A Sustained Mechanism of Mutual Support Rather than Isolated and Short-Lived Events Combining Theory and Practice: Training, On-going Input & Intergroup Contact Echoes on Impacts Conclusions and Recommendations Take-Away Messages References Chapter 12: Peace Pedagogy in Intercultural and Interreligious Learning: Insights from the ETOS Initiative and SAPERE BiH Program (2014–2020) Introduction Theoretical Underpinnings for Peace Education Research Design Examples of Peace Pedagogy in School Building and Practicing Intercultural and Interreligious Competences Collaborative Peace Efforts and Bridging the Secular-Religious Divide Philosophizing Together about Belief, Freedom and Truth Personal and Societal Transformation Challenges and Recommendation for Peace Education Conclusion Take-Away Messages References Chapter 13: Evaluating Intercultural Sensitivity among High School and University Students Introduction The Concepts of Culture and Intercultural Sensitivity Research Design Methodological Framework Data Analysis Results for United World College Results for University student’s Population Preliminary Discussion Female, Urban and Well-Read Students Score higher on Intercultural Sensitivity Scales Additional Data Conclusion and Recommendations Take-Away Messages Key Resources References Part IV: Partnerships for Peace Learning Chapter 14: Applied Learning for Peace: Experiential Pedagogies, Teacher Practice and Engagement in Higher Education Introduction Education for Peacebuilding and Citizenship The Role of Higher Education and Student Community Engagement Developing the University’s ‘Third Mission’ Student Community Engagement at the University of Mostar (2006–2008) The Birth of Peace Education Hub at the University of Sarajevo (2018–2020) Conclusion: Universities as Networks and Sites for Action Take-Away Messages References Chapter 15: Promoting Peace and Intercultural Understanding Through Sustained Partnership: The American-Bosnian Collaboration Project Introduction: A Brief History of the ABC Project Evolution of the BiH and the US Contexts Incorporating New Components (2010–2022) Embracing Cross-Cultural Teaching The Role of Reflection in Development of ABC Curriculum Remote Learning during the Pandemic Incorporating Action Research into Language and Culture Teaching Findings from ABC Project Research Concluding Reflections Take-Away Messages References Closing Editorial: Peace Learning and Peace Action in Formal Education in BiH: From Romanticised Ideal to Orienting Paradigm and Achievable Objective Review of the Key Contributions of This Volume Listening to Diverse Voices, Holding Space for Dialogue Promoting Systemic Change and Transversal Peace Pedagogies Providing Evidence-Based Case Studies and Good Practices Understanding Plurilingual and Intercultural Approaches to Peace Pedagogy Some Themes for Further Consideration Addressing the Gap Between Formal and Non-formal Education Initiatives Equipping and Enabling Teachers to Teach Controversial Issues The Limits of Tolerance Reclaiming “Odgoj/Vaspitanje”: Pursuing Humanistic Values and Character Development in Education Raising ‘Quality Education’ to Peacebuilding Standards Recommendations for Policymakers, Teacher Education Programmes and Schools Empowering Teachers and Youth to Exercise Peacebuilding Agency Recognizing the Inadequacy of Old Models of Peace Education for the Youth of Today Advocating for Systemic Integration of Peace Learning Final Words