Title
To address or not to address the violent past in the classroom? That is the question in Côte d'Ivoire To address or not to address the violent past in the classroom? That is the question in Côte d'Ivoire
Author
Faculty/Department
Institute of Development Policy and Management
Publication type
article
Publication
,
Subject
Politics
Educational sciences
Source (journal)
Journal of peace education. - Place of publication unknown
Volume/pages
(2016.07.05) , p. 1-19
ISSN
1740-0201
1740-021X
Carrier
E
Target language
English (eng)
Full text (Publishers DOI)
Affiliation
University of Antwerp
Abstract
In the aftermath of violent conflict, divided societies have to answer the important question of whether, when and how to address their countrys violent past within their educational system. Whereas some scholars within the field of peace education and transitional justice argue that addressing the violent past in the classroom is important for fostering mutual understanding and empathy among future generations in order to prevent conflict recurrence, other scholars are more sceptical about the need and feasibility of addressing the violent past in schools. They emphasize the possible negative impact in terms of increased tensions within schools and within society more generally. The current paper makes an important empirical contribution to this debate by analysing the views and perceptions on this matter of 984 secondary school teachers in Abidjan, the largest city and de facto capital of Côte dIvoire a country that was recently torn apart by ethnic strife and violent conflict. It emerges that while so far most teachers have shied away from addressing their countrys conflict history in class, it also appeared that many of the teachers were actually in favour of breaking this culture of silence.
E-info
https://repository.uantwerpen.be/docman/iruaauth/19e652/134322.pdf
Handle