TY  - GEN
AB  - This book illustrates the multiple roles of textbooks as victim, transformer, and accomplice to conflict by introducing the Intersecting Roles of Education in Conflict (IREC) framework for use in the research, development, production, distribution, and dissemination of textbooks and learning materials. The framework illustrates these three potentially overlapping roles by mapping the complex educational contexts of conflict-affected societies and considering how textbooks, learning materials, and education systems more broadly may simultaneously operate within these various roles. Country case studies from Asia, Europe, Africa, and the Middle East are used to analyze primary and secondary school textbook development, content, and application from a variety of approaches that articulate conflict as protracted and/or socio-political violence. The breadth of case studies shows how conflict discourse circulates in educational systems and materials in a wide range of contexts, indicating that the complexity of the relationship between textbooks and conflict is not unique to one culture, geographic region, or type of conflict.
AU  - Vanner, Catherine,
AU  - Akseer, Spogmai,
AU  - Kovinthan Levi, Thursica,
CN  - LC1091
DO  - 10.1007/978-3-031-04676-6
DO  - doi
ID  - 1447593
KW  - Peace
KW  - Textbooks
KW  - Textbooks
LK  - https://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-031-04676-6
N2  - This book illustrates the multiple roles of textbooks as victim, transformer, and accomplice to conflict by introducing the Intersecting Roles of Education in Conflict (IREC) framework for use in the research, development, production, distribution, and dissemination of textbooks and learning materials. The framework illustrates these three potentially overlapping roles by mapping the complex educational contexts of conflict-affected societies and considering how textbooks, learning materials, and education systems more broadly may simultaneously operate within these various roles. Country case studies from Asia, Europe, Africa, and the Middle East are used to analyze primary and secondary school textbook development, content, and application from a variety of approaches that articulate conflict as protracted and/or socio-political violence. The breadth of case studies shows how conflict discourse circulates in educational systems and materials in a wide range of contexts, indicating that the complexity of the relationship between textbooks and conflict is not unique to one culture, geographic region, or type of conflict.
SN  - 9783031046766
SN  - 3031046765
T1  - Teaching peace and conflict :the multiple roles of school textbooks in peacebuilding /
TI  - Teaching peace and conflict :the multiple roles of school textbooks in peacebuilding /
UR  - https://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-031-04676-6
ER  -