Integration/segregation in classroom and occurrence of violent conflict
Anna Azaryeva Valente
United Nations Children's Fund, New York
Trained in economics and political economy of conflict, Anna provides UNICEF field support in analysis, program design and monitoring and coordinates evidence-building in the area of education and peacebuilding. Country experience includes: Burundi, Chad, DRC, Lebanon, Colombia, Georgia, India, etc.
Abstract
From the peacebuilding perspective, integration / segregation in a post-conflict society is a reconciliation challenge. Much is researched on bringing antagonized individuals into contact for relationship transformation... [ view full abstract ]
From the peacebuilding perspective, integration / segregation in a post-conflict society is a reconciliation challenge. Much is researched on bringing antagonized individuals into contact for relationship transformation (contact theory). The role of institutions in this process is also recognized. In education in particular, the research on long-term impact of segregated and integrated education on political identities and attitudes shows that integration has positive long-term benefits in promoting a less sectarian stance on national identity and constitutional preferences (Hayes, McAllister, Dowds, 2007). There is some evidence that more diverse classrooms are associated with better learning outcomes for children. However, little has been researched on the correlation between degrees of integration and segregation within education institutions, and violent conflict. This research areas seeks to explore the relationship between diversity in classroom and occurrence of violent conflict, and assess what evidence exists with regards to the hypothesis that higher interaction among groups of different background, is associated with less likelihood of violent conflict. Sub-questions may include:
• What kind of (ethnic, religious, linguistic, gender) fault lines define segregation or integration in education?
• Are private schools are more accessible to some groups (wealth, religion, and ethnicity) rather than other groups, thereby decreasing the chance of diversity and increasing the chance of conflict?
• To what extent decentralization of education systems supports integrated or segregated education
• To what extent segregation by religion, ethnicity or wealth is related to segregation by gender?
The talk seeks contributions on further shaping and taking this research forward.
Authors
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Anna Azaryeva Valente
(United Nations Children's Fund, New York)
Topic Area
Evidence
Session
PUB4 » Pop-Up: Integration/segregation in classroom and occurrence of violent conflict (10:30 - Wednesday, 16th September, Pop-Up Station 4)
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