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The Impacts of Ethnicwar in Bosnia and Herzegovina on Education

Year 2022, , 636 - 646, 30.11.2022
https://doi.org/10.33709/ictimaiyat.1089001

Abstract

This paper attempts to explore the factors triggering segregated education in Bosnia and Herzegovina. Bosnia and Herzegovina (BİH) is one of the post conflict societies suffering from damages the ethnic war created. Before starting to war BiH belonged to the Yugoslavia where people from different ethnic groups lived side by side in peace. Along with the onset of the war in Yugoslavia, everything was changed and reversed in BiH. Individuals from different ethnic groups became adversaries to each other. The war created deep ethnic, religious and national segregations in BiH which formerly famous with its multiethnic and multicultural tradition. These divisions extended to education system. The war caused destruction and divided schools, curriculums, teachers, and overall education system of the society. In this study using documentary analysis all sub-themes have been explored and discussed in detail that impact segregated education in Bosnia and Herzegovina. Findings display that parents opposition to integrity, lack of trust and international support, politicians and politicized text book and multiple ministries and curriculums are among the factors triggering segregation in education.

References

  • Bantwini, B.D. (2010). How teachers perceive the new curriculum reform: Lessons from a school district in the Eastern Cape Province, South Africa. International Journal of Educational Development, 30, 83-90.
  • Baranovic, B. (2001). History textbooks in post-war Bosnia and Herzegovina. Intercultural Education, 12, 13–26.
  • Bozic, G. (2006). Reeducating the hearts of Bosnian students: An essay on some aspects of education in Bosnia and Hercegovina. East European Politics and Societies, 20, 319–342.
  • Clark, J. (2010). Education in Bosnia-Hercegovina: The Case for root-and-branch reform. Journal of Human Rights, 9(3), 344-362. doi:10.1080/14754835.2010.501269.
  • Clark, J. (2009). From Negative to Positive Peace: The Case of Bosnia and Herzegovina. Journal of Human Rights, 8(4), 360-384. doi:10.1080/14754830903332434.
  • Clarke-habibi, S. (2005) Transforming worldviews: The case of education for peace in Bosnia and Hercegovina. Journal of Transformative Education, 3, 33–56.
  • Cole, E. & Barsalou, J. Unite or Divided The Challenßes ofTeachinß History in Societies Emerßin from Violent Conflict. Special Report 163. Washington DC: United States Institute of Peace, June 2006.
  • Danesh, H. B. (2008). The education for peace integrative curriculum: Concepts, contents and efficacy. Journal of Peace Education, 5, 157–173.
  • Diegoli, T. (2007). Collective Memory and Social Reconstruction in Postconflict Bosnia and Herzegovina (BiH). Graduate School of International Studies. University of Denver. Unpublished thesis.
  • Hill, K. (2011). Possibilities for social cohesion in Education: Bosnia-Herzegovina. Peabody Journal of Education, 86(2), 155-170.
  • McDermott, P., & Lanahan, B. K. (2012). Democracy and social justice in Sarajevo’s schools. The Qualitative Report, 17(Art. 22), 1-27.
  • Minow, M. (2003) Education for coexistence. In Imagine Coexistence: Restoring Humanity After Violent Ethnic Conflict, (Antonia C. and Martha M. Eds.) (San Francisco: Jossey Bass).
  • Schweisfurth, M. (2006). Global and cross-national influences on education in post-genocide Rwanda. Oxford Review of Education, 32, 697–709.
  • Stabback, P. (2007). Common curriculum, core curriculum or common curriculum standards–finding a solution for Bosnia and Herzegovina. Prospects, 37, 449–467.
  • Torsti, P. (2003) Divergent Stories, Convergent Attitudes: Study on the Presence of History, History Textbooks and the Thinking of Youth in Post-War Bosnia and Hercegovina. PhD Thesis,University of Helsinki.
  • Torsti, P. (2007). How to deal with a difficult past? History textbooks supporting enemy images in post-war Bosnia and Herzegovina. Journal of Curriculum Studies, 39(1), 77-96. doi:10.1080/00220270600765278.
  • Weinstein, H. M., Freedman, S. W., & Hughson, H. (2007) School voices: Challenges facing education systems after identity-based conflicts. Education, Citizenship and Social Justice, 2, 41–71.
  • Torsti, P. (2009). Segregated education and texts: a challenge to peace in Bosnia and Herzegovina. International Journal of World Peace, (2), 65.

Bosna Hersek’teki Etnik Savaşın Eğitime Yansımaları

Year 2022, , 636 - 646, 30.11.2022
https://doi.org/10.33709/ictimaiyat.1089001

Abstract

Bu makalenin amacı Bosna- Hersek’ teki parçalanmış eğitimin sebeplerini, altında yatan faktörleri tarihsel boyutlarıyla derinlemesine analiz ederek, bazı çözüm önerileri sunmaktır. Bosna-Hersek, etnik savaşın derin yaralar açtığı toplumlardan biridir. Savaştan önce Bosna-Hersek Yugoslavya Sosyalist Federal Cumhuriyeti'nin bir parçasıydı. Eski Bosna Hersek'te farklı etnik gruplardan insanlar barış içinde yan yana yaşarlarken, Yugoslavya savaşının başlamasıyla birlikte Bosna-Hersek’ te her şey değişmiş ve tersine donmuştur. Öncesinde dostluk içerisinde yasayan farklı etnik gruplardan bireyler birbirlerine düşman olmuşlardır. Savaş, eskiden barışçıl, çok ırklı ve çok kültürlü geleneğiyle ünlü olan Bosna-Hersek ‘te derin etnik, dini ve ulusal bölünmeler yaratmıştır ve bu bölünmeler eğitim sistemine kadar uzanmıştır. Savaş, Bosna-Hersek'in eğitim sistemini yıkıma uğratırken getirdiği en büyük sorun ayrımcılık olmuştur. Dokuman analizi tekniği kullanılarak elde edilen bulgulara bakıldığında ailelerin eğitimin birleşmesine karşı çıkması, politikacılar, siyasallaştırılmış ders kitapları, çoklu bakanlık ve müfredatlar, güven eksikliği ve uluslararası desteğin az olması eğitimde ayrışmayı etkileyen temel faktörlerdir.

References

  • Bantwini, B.D. (2010). How teachers perceive the new curriculum reform: Lessons from a school district in the Eastern Cape Province, South Africa. International Journal of Educational Development, 30, 83-90.
  • Baranovic, B. (2001). History textbooks in post-war Bosnia and Herzegovina. Intercultural Education, 12, 13–26.
  • Bozic, G. (2006). Reeducating the hearts of Bosnian students: An essay on some aspects of education in Bosnia and Hercegovina. East European Politics and Societies, 20, 319–342.
  • Clark, J. (2010). Education in Bosnia-Hercegovina: The Case for root-and-branch reform. Journal of Human Rights, 9(3), 344-362. doi:10.1080/14754835.2010.501269.
  • Clark, J. (2009). From Negative to Positive Peace: The Case of Bosnia and Herzegovina. Journal of Human Rights, 8(4), 360-384. doi:10.1080/14754830903332434.
  • Clarke-habibi, S. (2005) Transforming worldviews: The case of education for peace in Bosnia and Hercegovina. Journal of Transformative Education, 3, 33–56.
  • Cole, E. & Barsalou, J. Unite or Divided The Challenßes ofTeachinß History in Societies Emerßin from Violent Conflict. Special Report 163. Washington DC: United States Institute of Peace, June 2006.
  • Danesh, H. B. (2008). The education for peace integrative curriculum: Concepts, contents and efficacy. Journal of Peace Education, 5, 157–173.
  • Diegoli, T. (2007). Collective Memory and Social Reconstruction in Postconflict Bosnia and Herzegovina (BiH). Graduate School of International Studies. University of Denver. Unpublished thesis.
  • Hill, K. (2011). Possibilities for social cohesion in Education: Bosnia-Herzegovina. Peabody Journal of Education, 86(2), 155-170.
  • McDermott, P., & Lanahan, B. K. (2012). Democracy and social justice in Sarajevo’s schools. The Qualitative Report, 17(Art. 22), 1-27.
  • Minow, M. (2003) Education for coexistence. In Imagine Coexistence: Restoring Humanity After Violent Ethnic Conflict, (Antonia C. and Martha M. Eds.) (San Francisco: Jossey Bass).
  • Schweisfurth, M. (2006). Global and cross-national influences on education in post-genocide Rwanda. Oxford Review of Education, 32, 697–709.
  • Stabback, P. (2007). Common curriculum, core curriculum or common curriculum standards–finding a solution for Bosnia and Herzegovina. Prospects, 37, 449–467.
  • Torsti, P. (2003) Divergent Stories, Convergent Attitudes: Study on the Presence of History, History Textbooks and the Thinking of Youth in Post-War Bosnia and Hercegovina. PhD Thesis,University of Helsinki.
  • Torsti, P. (2007). How to deal with a difficult past? History textbooks supporting enemy images in post-war Bosnia and Herzegovina. Journal of Curriculum Studies, 39(1), 77-96. doi:10.1080/00220270600765278.
  • Weinstein, H. M., Freedman, S. W., & Hughson, H. (2007) School voices: Challenges facing education systems after identity-based conflicts. Education, Citizenship and Social Justice, 2, 41–71.
  • Torsti, P. (2009). Segregated education and texts: a challenge to peace in Bosnia and Herzegovina. International Journal of World Peace, (2), 65.
There are 18 citations in total.

Details

Primary Language English
Journal Section Orjinal Makale
Authors

Naime Elcan Kaynak 0000-0002-2132-1124

Publication Date November 30, 2022
Submission Date March 16, 2022
Published in Issue Year 2022

Cite

APA Elcan Kaynak, N. (2022). The Impacts of Ethnicwar in Bosnia and Herzegovina on Education. İçtimaiyat, 6(2), 636-646. https://doi.org/10.33709/ictimaiyat.1089001
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