Education Policy and Power-Sharing in Post-Conflict Societies : Lebanon, Northern Ireland, and Macedonia.

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Intro -- Acknowledgements -- Contents -- List of Figures -- Chapter 1: Introduction -- 1.1 Hypotheses -- 1.2 Lebanon, Northern Ireland and Macedonia -- 1.2.1 Demography -- 1.2.2 The Three Conflicts -- 1.2.3 Peace Agreements: Consociations and Education Reforms -- 1.3 Methods -- 1.4 Chapter Structure -- 1.5 Contribution to Knowledge -- Notes -- Chapter 2: Power-Sharing and Education Policy in Deeply Divided Societies -- 2.1 Individual and Ethnic Identities -- 2.1.1 Social Identity Theory -- 2.2 Deeply Divided Societies and Violent Conflict -- 2.2.1 Identity-Based Conflict in Deeply Divided Societies -- 2.2.2 Group Identities and Violent Conflict -- 2.3 Conflict Resolution and Consociation -- 2.3.1 Establishment and Resilience of Consociations -- 2.3.2 Complex Consociations -- 2.3.3 The Consociational Paradox and Its Critiques -- 2.4 Why Education? -- 2.4.1 Schooling as Socialisation into a Myth-Symbol Complex -- 2.4.2 Education as Socialisation into a Political Order -- 2.4.3 Schools and Identity-Based Conflict -- 2.4.4 From War to Peace -- The National Subjects -- The Structure of Schooling -- 2.5 Conclusion -- Notes -- Chapter 3: Compulsory Education in Lebanon, Northern Ireland and Macedonia -- 3.1 Lebanon -- 3.1.1 French Mandate (1920-1943) -- 3.1.2 National Pact (1943-1958) -- 3.1.3 Compromises (1958-1974) -- 3.1.4 Civil War (1975-1989) -- 3.1.5 The Taif Agreement and Beyond (1990-Present) -- 3.2 Northern Ireland -- 3.2.1 Northern Ireland (1920-1947) -- 3.2.2 Limited Reform (1947-1968) -- 3.2.3 Troubles (1968-1998) -- 3.2.4 The Belfast Agreement and Beyond (1998-Present) -- 3.3 Macedonia -- 3.3.1 As Part of Yugoslavia (1918-1989) -- A Serbian Province (1918-1944) -- The People's Republic of Macedonia (1945-1973) -- Decentralisation to Dissolution (1974-1990) -- 3.3.2 Independent Macedonia (1991-2000).

3.3.3 The Ohrid Agreement and Beyond (2001-Present) -- 3.4 Conclusion -- Notes -- Chapter 4: Reforming History Education -- 4.1 History Education in Deeply Divided Societies: Theoretical Debates -- 4.2 Lebanon -- 4.2.1 Mission Impossible -- 4.2.2 A State Secret -- 4.2.3 Political Disagreement Versus Historical Events -- 4.2.4 Fragmented Pasts -- 4.3 Northern Ireland -- 4.3.1 The 2005 Curriculum and Its Weaknesses -- 4.3.2 An Escapable Connection? -- 4.4 Macedonia -- 4.4.1 A Proportional Curriculum -- 4.4.2 We Are Not Touching History -- 4.5 Conclusion -- Notes -- Chapter 5: Formulating Citizenship Education -- 5.1 Citizenship Education in Deeply Divided Societies: Theoretical Debates -- 5.2 Lebanon -- 5.2.1 Citizenship and Civic Education -- 5.2.2 The Weaknesses of a Nationalist Civic Education -- 5.2.3 Moral Preaching -- 5.3 Northern Ireland -- 5.3.1 Elusive Bird: EMU -- 5.3.2 Formulating and Implementing Personal Development and Mutual Understanding and Local and Global Citizenship -- 5.3.3 Still 'Patchy': The Limits of Personal Development and Mutual Understanding and Local and Global Citizenship -- 5.3.4 Transformative, Not Prescriptive -- 5.4 Macedonia -- 5.4.1 Lost in the Curriculum: Civic Education -- 5.4.2 The Strategy for Integrated Education -- 5.4.3 Towards a Civic Culture -- 5.5 Conclusion -- Notes -- Chapter 6: Languages of Instruction -- 6.1 Teaching Languages in Deeply Divided Societies: Theoretical Debates -- 6.2 Lebanon -- 6.2.1 Enrichment Bilingual Education -- 6.2.2 Old and New Cleavages in Language Policy -- 6.2.3 'Practicality Won over Principle' -- 6.3 Northern Ireland -- 6.3.1 Irish-Language Education: Not in the Cold Anymore -- 6.3.2 Ulster-Scots: Cashing in the Cheque -- 6.3.3 Parity of Languages -- 6.4 Macedonia -- 6.4.1 The Unintended Consequences of Increasing Access -- 6.4.2 Corrective Measures -- 6.4.3 Walking the Line.

6.5 Conclusion -- Notes -- Chapter 7: Inter-group Contact and Separation in Schools -- 7.1 Separate and Common Schools in Deeply Divided Societies: Theoretical Debates -- 7.2 Lebanon -- 7.2.1 Private versus Public? -- 7.2.2 Sterilised Jars? -- 7.2.3 A Communal Backyard -- 7.3 Northern Ireland -- 7.3.1 Facilitate and Encourage Integrated Education -- 7.3.2 A Sterile Debate? -- 7.3.3 Sharing -- 7.3.4 Change in the Air? -- 7.3.5 Less Divided but Not Less Diverse -- 7.4 Macedonia -- 7.4.1 Devolving Education -- 7.4.2 Separating Education -- 7.4.3 The Strategy for Integrated Education -- 7.4.4 Permanent Coexistence -- 7.5 Conclusion -- Notes -- Chapter 8: Conclusion: Separate to Unite -- Notes -- Bibliography -- Interviews and Personal Communication -- Anonymous -- Anonymous -- News Media -- Official Documents and Reports -- Secondary Sources -- Index.