TY - JOUR
T1 - The emotional readiness of Greek Cypriot teachers for peaceful co-existence
AU - Zembylas, Michalinos
AU - Kendeou, Panayiota
AU - Michaelidou, Athina
PY - 2011/12
Y1 - 2011/12
N2 - In this article, we: (1) offer a conceptualisation of what it means for Greek Cypriot teachers to be 'reconciled' with the 'other side' (i.e. Turkish Cypriots) in Cyprus; (2) examine Greek Cypriot teachers' emotional responses to the new educational objective of cultivating peaceful coexistence in schools; and (3) investigate how Greek Cypriot teachers' perceptions of reconciliation and emotional responses to the new educational objective of cultivating peaceful coexistence are entangled, and what implications these entanglements may have for educational reform efforts. This investigation is based on data collected in a national survey of Greek Cypriot primary and secondary teachers. The study is important not only for the Greek Cypriot educational system, but also for educational reform efforts in other conflict-ridden areas in Europe because it addresses a fundamental issue in relation to reconciliation: Can teachers, who may still carry traumatic experiences from a conflict and thus be (potentially) emotionally unready to engage in reconciliation, be convinced to put the past behind and promote peaceful coexistence in schools? The findings highlight the teachers' multiple ambivalences, yet they also identify openings for promoting reconciliation and peaceful coexistence in schools. The implications are discussed in terms of educational policymaking, curriculum development, and teacher training.
AB - In this article, we: (1) offer a conceptualisation of what it means for Greek Cypriot teachers to be 'reconciled' with the 'other side' (i.e. Turkish Cypriots) in Cyprus; (2) examine Greek Cypriot teachers' emotional responses to the new educational objective of cultivating peaceful coexistence in schools; and (3) investigate how Greek Cypriot teachers' perceptions of reconciliation and emotional responses to the new educational objective of cultivating peaceful coexistence are entangled, and what implications these entanglements may have for educational reform efforts. This investigation is based on data collected in a national survey of Greek Cypriot primary and secondary teachers. The study is important not only for the Greek Cypriot educational system, but also for educational reform efforts in other conflict-ridden areas in Europe because it addresses a fundamental issue in relation to reconciliation: Can teachers, who may still carry traumatic experiences from a conflict and thus be (potentially) emotionally unready to engage in reconciliation, be convinced to put the past behind and promote peaceful coexistence in schools? The findings highlight the teachers' multiple ambivalences, yet they also identify openings for promoting reconciliation and peaceful coexistence in schools. The implications are discussed in terms of educational policymaking, curriculum development, and teacher training.
KW - Ambivalence
KW - Emotional readiness
KW - Greek cypriot educational system
KW - Peaceful coexistence
KW - Reconciliation
KW - Teachers
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U2 - 10.1111/j.1465-3435.2011.01498.x
DO - 10.1111/j.1465-3435.2011.01498.x
M3 - Article
AN - SCOPUS:82055172023
SN - 0141-8211
VL - 46
SP - 524
EP - 539
JO - European Journal of Education
JF - European Journal of Education
IS - 4
ER -