102
Views
2
CrossRef citations to date
0
Altmetric
On-Theme

Reconciliation or the Reproduction of the Status Quo? Teacher Experiences from Postwar Sri Lanka

Pages 130-144 | Received 03 Nov 2022, Accepted 17 Jan 2023, Published online: 21 Mar 2023

RECOMMENDED READINGS

  • Ahmed, S. 2004. The Cultural Politics of Emotion. New York, NY: Routledge.
  • Auerbach, E. R. 1995. “The Politics of the ESL Classroom: Issues of Power in Pedagogical Choices.” In Power and Inequality in Language Education, edited by J. W. Tollefson, 9–33. Cambridge: Cambridge University Press.
  • Barakat, B., Z. Karpinska, and J. Paulson. 2008. Desk Study: Education and Fragility. http://toolkit.ineesite.org/toolkit/INEEcms/uploads/1150/Desk_Study_Education_and_Fragility.pdf. Accessed 10 February 2014.
  • Burton, J. 1990. Conflict: Resolution and Prevention. New York: St. Martins’ Press.
  • Busch, B. 2010. “School Language Profiles: Valorizing Linguistic Resources in Heteroglossic Situations in South Africa.” Language and Education 24 (4):283–294.
  • Bush, K., and D. Saltarelli. 2000. The Two Faces of Education in Ethnic Conflict: Towards a Peacebuilding Education for Children. Florence: UNICEF.
  • Colenso, P. 2005. “Education and Social Cohesion: Developing a Framework for Education Sector Reform in Sri Lanka.” Compare: A Journal of Comparative and International Education 35 (4):411–428.
  • Cummins, J. 2009. “Transformative Multiliteracies Pedagogy: School-Based Strategies for Closing the Achievement Gap.” Multiple Voices for Ethnically Diverse Exceptional Learners 112:38–56.
  • Cummins, J., K. Leithwood, P. McArdie, and N. Bascia. 2004. “Multiliteracies Pedagogy and the Role of Identity Texts.” In Teaching for Deep Understanding: Towards the Ontario Curriculum That we Need, edited by A. Rodigue. Toronto: Ontario Institute for Studies in Higher Education of the University of Toronto and the Elementary Federation of Teachers of Ontario.
  • Davies, L. 2004. “Building a Civic Culture in Post-Conflict.” London Review of Education 2 (3):229–244.
  • Davies, L. 2005a. “Schools and War: Urgent Agendas for Comparative and International Education.” Compare 35 (4):357–371.
  • Davies, L. 2005b. “Teaching about Conflict through Citizenship Education.” International Journal of Citizenship and Teacher Education 1 (2):17–34.
  • Davies, L. 2006. “Understanding the Education-War Interface.” Forced Migration Review, July,:13.
  • Davies, L. 2010. “The Different Faces of Education in Conflict.” Development 53 (4):491–497.
  • Davies, L. 2011. Promoting Education in Countries Affected by Fragility and/or Conflict: Sri Lanka Case Study. Colombo: GTZ.
  • Davies, L., C. Harber, and M. Schweisfurth. 2002. Global Review of 50 Years of UNESCO Associated Schools. Birmingham: Centre for International Education and Research.
  • Davies, L., S. Herath, and P. Sethunga. 2016. The National Policy on Education for Social Cohesion and Peace: Strategies towards Sustainable Peace. Colombo: Ministry of Education, Sri Lanka.
  • Donnelly, C., and J. Hughes. 2009. “Contact and Culture: Mechanisms of Reconciliation in Schools in Northern Ireland and Israel.” In Reconciliation(s): Transnational Justice in Postconflict Societies, edited by J. R. Quinn, 147–174. Montreal: McGill-Queen’s University Press.
  • Freire, P. 1970. Pedagogy of the Oppressed. New York: Continuum.
  • Gay, G. 2000. Culturally Responsive Pedagogy: Theory, Research and Practice. New York: Teachers’ College Press.
  • Giroux, H. A. 1988. Teachers as Intellectuals: Towards a Critical Pedagogy of Learning. Granby, MA: Bergin & Garvy.
  • Goodlad, J. 2006. What Schools Are for. Bloomington, IN: Phi Delta Kappan International.
  • Hayler, M. 2011. Autobiography, Self-Narrative and Teacher Education. Rotterdam: Sense Publisher.
  • Kumaravadivelu, B. 2012. Language Teacher Education for a Global Society: A Modular Model for Knowing Analyzing, Doing and Seeing. New York: Routledge.
  • Laplante, L. J. 2008. “Transitional Justice and Peace Building: Diagnosing and Addressing the Socioeconomic Rots of Violence through a Human Rights Framework.” International Journal of Transitional Justice 2 (3):331–355.
  • Lessons Learned and Reconciliation Commission. 2011. Report on Inquiry on Lessons Learned and Reconciliation. http://www.slembassyusa.org/downloads/LLRC-REPORT.pdf. Accessed 20 February 2014.
  • Lopes Cardozo, M. T. A. 2008. “Sri Lanka: In Peace or in Pieces? A Critical Approach to Peace Education in Sri Lanka.” Research in Comparative and International Education 3 (1):19–35.
  • McLaren, P. 1991. “Critical Pedagogy: Constructing an Arch of Social Dreaming and a Doorway to Hope.” Journal of Education 173 (1):9–34.
  • Ministry of Education (MoE). 2006. Education Sector Development Framework and Programme. Colombo: Planning and Performance Review Division, Isurupaya.
  • Orjuela, C. 2008. The Identity Politics of Peacebuilding: Civil Society in War-Torn Sri Lanka. Los Angeles: Sage.
  • Parmar, S., S. M. Roseman, S. Siegrist, and T. Sowa, eds. 2010. Children and Transitional Justice: Truth Telling Accountability and Reconciliation. Cambridge, MA: Harvard University Press.
  • Rothman, J. 1997. Resolving Identity-Based Conflicts in Nations, Organizations, and Communities. San Francisco: Jossey-Bass.
  • Sampson, S. 2003. “From Reconciliation to Coexistence.” Public Culture 15 (1):181–186. doi:10.1215/08992363-15-1-181.
  • Shah, R. 2012. “Goodbye Conflict, Hello Development? Curriculum Reform in Timor-Leste.” International Journal of Educational Development 32 (1):31–38. doi:10.1016/j.ijedudev.2011.04.005.
  • Smith, A. 2005. “Education in the Twenty-First Century: Conflict, Reconstruction and Reconciliation.” Compare: A Journal of Comparative and International Education 35 (4):373–391. doi:10.1080/03057920500331397.
  • Smith, A. 2011. “Education and Reconciliation in Northern Ireland.” Education and Reconciliation: Exploring Conflict and Post-Conflict Situations, edited by J. Paulson, 55–80. London: Continuum International Publishing Group.
  • Smith, A., and T. Vaux. 2003. Education, Conflict and International Development. London: DFID.
  • Social Cohesion and Peace Education Unit. 2008. National Policy and Comprehension Framework of Actions of Social Cohesion for Education and Peace (ESCP). Colombo: Ministry of Education.
  • Stake, R. 1995. The Art of Case Study Research. Thousand Oaks, CA: Sage Publications.
  • Tully, J. 2004. “Reconciliation and Dialogue: The Emergence of a New Filed.” Critical Review of International Social and Political Philosophy 7 (3):84–106.
  • United Nations Educational, Scientific and Cultural Organization (UNESCO). 2004. Capacity-Building of Teacher Training Institutions in Sub-Saharan Africa. Paris: UNESCO.
  • Vongalis-Macrow, A. 2007. “I, Teacher: Re-Territorialization of Teachers’ Multi-Faceted Agency in Globalized Education.” British Journal of Sociology of Education 28 (4):425–439. doi:10.1080/01425690701369376.
  • Walker, J. 2004. Crisis Prevention, Conflict Resolution and Peace Promotion through Education: The Experience of the Basic Education Sector Program in Sri Lanka. Eschborn: GTZ.
  • Zeichner, K. 2011. “Teacher Education for Social Justice.” In Social Justice Language Teacher Education, edited by M. Hawkins, 7–22. Bristol: Multilingual Matters.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.