Tag Archives: education

Recap of ASEN Seminar: Education and Ethnopolitical Stability in the Basque Country, Chile and South Tyrol

Sarah Radclifffe (R) and co-author Andrew Webb (L), both from University of Cambridge, presenting their paper

Verena Wisthal, University of Leicester, presents her findings on education and migration in South Tyrol (R) with co-panelists Stuart Durkin of the University of Aberdeen (middle) and Sarah Radcliffe (far left), Cambridge University.

On January 29, 2014, ASEN, in conjunction with SEN and the LSE Department of Government, hosted a seminar on Education and Ethnopolitical Stability in the Basque Country, Chile and South Tyrol.  Three papers from SEN Journal’s Special Issue on Ethnicity, Nationalism and Education were presented, including:

Mapuche Demands during Educational Reform, the Penguin Revolution and the Chilean Winter of Discontent” by Andrew Webb and Sarah Radcliffe

Advancing Peace Culture in the Basque Autonomous Community: The Basque Education Plan for Peace and Human Rights (2008–2011)” by Stuart A. Durkin

Identity Politics in the Educational System in South Tyrol: Balancing between Minority Protection and the Need to Manage Diversity” by Verena Wisthaler

All of these articles are available for free at the above-mentioned links.

More information on the ASEN Seminar Series may be found here.

 

 

 

 

Article Spotlights January Round-Up

articlespotlightRead on for some past SEN articles from the archives that reflect on some news items reported on the blog over the past month, on current and events and news relevant to nationalism and ethnicity studies:

Zionism and Bilingualism: Palestinian-Jewish Bilingual Schools in Documentary Films, Carmit Romano-Hvid, Volume 13, Issue 3, December 2013, pp. 455-465.

This article discusses the experience of Arabic-Hebrew bilingual schools in Israel through the lens of four documentaries. It investigates Zionism’s view and understanding of bi-national and bilingual education based on the stories of the documentaries, and on background information received through interviews with the film-directors and school principals. I argue that the materials shown in the documentaries could serve as evidence that even in a bi-national and bilingual educational setting, the hegemony of the majority ethnic group is present and felt. The cinematic choices reflect repetition of specific tropes (e.g. how national holidays are celebrated, creating ‘balance’ between representations of Palestinian and Jewish suffering) but remain silent about the linguistic challenges and the remaining inequality.

Ethnic Politics, Political Elite, and Regime Change in Nigeria, Henry Ani Kifordu, Volume 11, Issue 3, December 2011, pp. 427-450.

Since the 1960s, intermittent social conflicts in Nigeria appear mostly linked to ethnic groups’ differences. Considering the importance of regime change in social and political stability, this article critically analyses the historic and dynamic role of the core political executive elite in the political system’s stability. The article argues that ethnic politics persist in Nigeria based on the nature of interactions between political institutions, institution-builders, and society. It asserts a contradictory link between deep-rooted elite interests and popular preferences in ways that undermine orientations towards democracy. The empirical focus is on the composite nature of the core political executive elite analysed through their ethnic and educational backgrounds. It is observed that, although ethnic shocks are variously motivated, the atypical shape and inequity in power and role distribution at the highest levels of executive office-holding stand out as a salient source and target of antagonism by ethnic groups. This finding has a paradoxical implication: deep-seated economic and political interests of the elite play a diversionary role from the real causes of ethnic conflicts in Nigeria.

New Imaginings: The Legacy of Benedict Anderson and Alternative Engagements of Nationalism, Mark Hamilton, Volume 6, Issue 3, December 2006, pp. 73-89.

Where should we look as scholars, policymakers, and practitioners to decipher contemporary sources of nationalism and understand nations’ historical origins? This article draws on Benedict Anderson’s scholarly legacy and highlights potential pathways for future studies of ethnicity and nationalism. It outlines major themes from the landmark text Imagined Communities: Reflections on the Origin and Spread of Nationalism (1983), reviews its impact and significance, describes heated scholarly critiques, and, finally, proffers three directions for ongoing research: the intersecting inquiries of political-economic mobilisation, of relational networks, and of hybrid identities.

SEN Journal Online Exclusives – ‘Ethnicity, Nationalism, and Education’ (4): Education, Reconciliation, and Peace-building in the Basque Region

Our special series on Nationalism and Education from the SEN Online archives comes to an end with…

‘Advancing Peace Culture in the Basque Autonomous Community: The Basque Education Plan for Peace and Human Rights (2008-2011)’, by Stuart Durkin, in Volume 13, Issue 3 (December 2013), pp. 342-357.

‘Approved in December 2007, The Basque Education Plan for Peace and Human Rights (2008-2011) represents the most sophisticated policy development of its kind in over 30 years of autonomous governments. While by no means a panacea for ethno-nationalist conflict in this context, the policy is nevertheless a significant development and carries the potential to make a significant contribution to the cause of sustainable peace-building and reconciliation.

By way of both an exposition of its principal aims and objectives, as well as an analysis of the political furore which accompanied its development, the article exposes the policy’s principal limitation, its tendency towards indirectness. The article argues, however, that in structural terms peace education is advanced through the creation of a coordinating forum between the Basque government and organised Basque civil society. Moreover, despite this tendency towards indirectness, the policy initiates the necessary task of approaching issues hitherto largely avoided.’

ASEN Seminar: Education and Ethnopolitical Stability in the Basque Country, Chile and South Tyrol – January 29, 2014

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SEN and ASEN, in conjunction with the Department of Government, LSE, would like to invite you to our upcoming seminar titled “Education and Ethnopolitical Stability in the Basque Country, Chile and South Tyrol” as part of the ASEN Seminar Series 2013-2014. Three papers from SEN Journal’s latest special issue on “Ethnicity, Nationalism and Education” will be presented.  The seminar will take place on Wednesday, January 29, 2014 at 6:15 p.m. in KSW, Room 2.12 at the London School of Economics, 20 Kingsway.

KSW  2.12  at the LSE Campus (Please see the following link for directions http://www2.lse.ac.uk/mapsanddirections/findingyourwayaroundlse.aspx)

No Tickets Required

ASEN and SEN look forward to seeing you there.

SEN News on Sunday: January 12 – 19, 2014

 

  • The New York Times (19/01/14) explores the topic of education and nationalism in Israel, as Arabs grapple with what curriculum to teach children.
  • The Japan Times (19/01/14) also looks at nationalism and language education in East Asian countries, and argues that “English-language education is fraught with deeper undercurrents of language protectionism and national identity”.

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