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New State, Old Challenges: Building Education and Peace in Post-War Kosovo

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Abstract:

Establishing a working education system is a key challenge for new states, especially for those political orders that are emerging from armed conflict. Studies that have examined the education-violent conflict relationship leave no doubt about the salience of education in post-conflict reconstruction. Less scholarly attention has been devoted to the complex relationship that exists among education, peacebuilding and statebuilding. Likewise, the role of international actors in post-conflict educational reconstruction is often overlooked.
This paper explores education reform and governance in a context of pervasive statebuilding and peacebuiling intervention. It analyses the functions of education in such a context; starting from here it develops a reflection upon the type of peace that a variety of international agencies, in interaction with local actors, have been intent on building. The ever-evolving relationship between international and local actors in education governance is put under close scrutiny.
Based on fieldwork and interviews conducted in Kosovo with a variety of local and international stakeholders, this paper makes use of lenses that combine critical cultural political economy with strategic-relational approach, shedding light on how the governance of educational reform in Kosovo challenges state-centric perspectives of power. The new education system is strategically negotiated among Kosovo, Serbia and transnational actors. Built upon a legacy of shadow governance and ‘parallel systems’ and shaped by a plethora of actors, the policy process – from agenda setting to implementation - appears to be significantly diffused and decentralized. The perspective that shapes the construction of an education system as part of an externally-assisted effort to build peace is one that sees Kosovo as a post-communist country with an ethnic problem, but which overlooks the existence of a development question.
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Association:
Name: Comparative and International Education Society Annual Conference
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p706872_index.html
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MLA Citation:

Selenica, Ervjola. "New State, Old Challenges: Building Education and Peace in Post-War Kosovo" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada, <Not Available>. 2014-12-10 <http://citation.allacademic.com/meta/p706872_index.html>

APA Citation:

Selenica, E. "New State, Old Challenges: Building Education and Peace in Post-War Kosovo" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada <Not Available>. 2014-12-10 from http://citation.allacademic.com/meta/p706872_index.html

Publication Type: Panel Paper
Abstract: Establishing a working education system is a key challenge for new states, especially for those political orders that are emerging from armed conflict. Studies that have examined the education-violent conflict relationship leave no doubt about the salience of education in post-conflict reconstruction. Less scholarly attention has been devoted to the complex relationship that exists among education, peacebuilding and statebuilding. Likewise, the role of international actors in post-conflict educational reconstruction is often overlooked.
This paper explores education reform and governance in a context of pervasive statebuilding and peacebuiling intervention. It analyses the functions of education in such a context; starting from here it develops a reflection upon the type of peace that a variety of international agencies, in interaction with local actors, have been intent on building. The ever-evolving relationship between international and local actors in education governance is put under close scrutiny.
Based on fieldwork and interviews conducted in Kosovo with a variety of local and international stakeholders, this paper makes use of lenses that combine critical cultural political economy with strategic-relational approach, shedding light on how the governance of educational reform in Kosovo challenges state-centric perspectives of power. The new education system is strategically negotiated among Kosovo, Serbia and transnational actors. Built upon a legacy of shadow governance and ‘parallel systems’ and shaped by a plethora of actors, the policy process – from agenda setting to implementation - appears to be significantly diffused and decentralized. The perspective that shapes the construction of an education system as part of an externally-assisted effort to build peace is one that sees Kosovo as a post-communist country with an ethnic problem, but which overlooks the existence of a development question.


Similar Titles:
Building Bridges through Post-Racial Educational Policies? :Implications for Educational Leaders in Brazil and the United States

Promoting Liberalization in Post-Civil War States: Building Peace or Fostering Instability?

The Vicious Circle of State-Building and Nation-Building during the Democratization of Ethnically divided Post-Civil War Societies


 
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