Negotiating Co-Existence in Divided Societies: Teachers, Students and Parents' Perspectives at a Shared School in Cyprus

Autor/in	Zembylas, Michalinos
Titel	Negotiating Co-Existence in Divided Societies: Teachers, Students and Parents' Perspectives at a Shared School in Cyprus
Quelle	In: Research Papers in Education, 25 (2010) 4, S.433-455 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
Schlagwörter	Social Justice; Cultural Pluralism; Ethnography; Foreign Countries; Empathy; Teaching Methods; Secondary School Students; Secondary School Teachers; Teacher Attitudes; Parent Attitudes; Student Attitudes; Ethnicity; Cultural Influences; Private Schools; Politics of Education; Stereotypes; Social Attitudes; Social Bias; Consciousness Raising; Cyprus + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Kulturpluralismus; Ethnografie; Ausland; Empathie; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Lehrerverhalten; Elternverhalten; Schülerverhalten; Ethnizität; Cultural influence; Kultureinfluss; Private school; Privatschule; Educational policy; Bildungspolitik; Klischee; Social attidude; Soziale Einstellung; Bewusstseinsbildung; Zypern
Abstract	This article describes a study conducted at a shared secondary school in Cyprus - that is, a school which co-educates children coming from two conflicting ethnic communities on the island. The study focuses on teachers', students' and parents' perspectives about the struggles to negotiate co-existence in this school. Drawing on a three-month ethnographic research project, the findings provide insights into how teachers, students and parents from the two conflicting communities draw selectively from various discourses and practices on collective identity and ethnic conflict in Cyprus to support the pre-existing values and beliefs adopted from family and schooling. Critical multicultural theory is utilised to analyse the power relations involved in policies and practices at this shared school. The implications of this analysis are discussed in terms of de-emphasising bipolar differences and actively exploring alternative curricula, policies and pedagogical practices that create opportunities for critical dialogues so that empathy, multiperspectivity, solidarity and social justice are nurtured. (Contains 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10