Publication
Title
To address or not to address the violent past in the classroom? That is the question in Côte d'Ivoire
Author
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.
Language
English
Source (journal)
Journal of peace education. - Place of publication unknown
Publication
Place of publication unknown : 2016
ISSN
1740-0201
1740-021X
Volume/pages
13:2(2016), p. 153-171
Full text (Publisher's DOI)
Full text (publisher's version - intranet only)
UAntwerpen
Faculty/Department
Research group
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
Record
Identification
Creation 13.07.2016
Last edited 12.03.2017
To cite this reference