Barış İnşası ve Eğitim: Çatışma Sonrası Bosna Hersek’te Eğitim Reformu

Year 2021, Volume: 5 Issue: 2, 105 - 115, 31.12.2021

Adisa Avdić Küsmüş

Abstract

Bu makale, çatışma sonrası ortamlarda eğitim reformu konusunu ele almakta ve eğitim ile barış inşası arasındaki bağlantıyı araştırmaktadır. Eğitim genellikle çatışmanın hemen ardından bir öncelik olmasa da, uzlaşmayı baltalama veya kolaylaştırma potansiyeli onu sürdürülebilir bir barış sürecinin çok önemli bir boyutu haline getirir. BosnaHersek'teki (BH) eğitim reformu önemli bir gecikmeyle başladı ve etnik bölünmeler ve on üç ayrı bakanlığı kuran Dayton sonrası siyasi sistemin karmaşıklığı tarafından yüklendi. Bu makale, Bosna Hersek Federasyonu (BHF) bünyesinde kurulan 'tek çatı altında iki okul' sistemi olarak adlandırılan BH'deki eğitim reformuna yönelik iki yaklaşımı ve entegre çok etnikli Brčko Bölgesi modelini karşılaştırmayı amaçlamaktadır. Brčko, farklı etnik kökenlerden öğrenciler arasındaki fiziksel engelleri kaldıran ve onları çok etnik gruptan oluşan sınıflara yerleştiren ilk şehir oldu. Araştırma, entegre eğitim modeli ile daha yüksek düzeyde uzlaşma arasında güçlü bir bağlantı olduğunu öne sürüyor. Aynı zamanda, eğitim reformunu siyasi süreçlerden ayırmanın ve sınıf ortamını daha geniş sosyal bağlamdan ayırmanın mümkün olmadığını göstermektedir.

Keywords

Bosna Hersek, Eğitim, Barış İnşası, Brcko Bölgesi, 'Tek Çatı Altında İki Okul'

Peacebuilding and Education: Post-conflict education reform in Bosnia and Herzegovina

Abstract

This article addresses the issue of education reform in post-conflict environments and explores the link between education and peacebuilding. It is based on six months of field research in Bosnia and Herzegovina (BiH) , conducted from June to October 2017. The article aims at comparing two approaches to education reform in BiH – the so-called ‘two schools under one roof ' system that was established in the entity of Federation of BiH (FBiH) and Brčko District model of the integrated multiethnic education system. Brčko became the first city to remove physical barriers between students of different ethnicities and place them in mixed multi-ethnic classes. The research suggests a strong link between the integrated education model and higher levels of reconciliation. At the same time, it demonstrates that it is not possible to separate the education reform from political processes and dissociate the classroom environment from the broader social context.

Keywords

peacebuilding, education, ‘two schools under one roof’, Bosnia and Herzegovina, Brčko District, reconciliation

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