The chapter argues that education is relevant for both domestic and international reasons and without an incorporation of the international within the national it is not possible to understand education’s changes and transformations in post-conflict and conflict-affected contexts. The chapter aims to connect the local to the global by investigating their dynamic interaction through the peculiar lenses of international assistance to education reform in post-conflict Kosovo. It asks two questions: (1) How do global agendas of peace and security affect education reforms in conflict-affected contexts?; (2) How does education reform in conflict-affected contexts interact with and is related to broader, international dynamics, processes and actors? More specifically, the chapter analyses the role of international actors in traditionally national sectors and the multi-layered, hybrid governance of education reform within a broader statebuilding, peacebuilding and stabilisation perspective. The analysis is divided into two empirical instances: (i) education for liberal multicultural peace (1999–2013) and (ii) education against violent extremism and radicalisation (2014–2019). The chapter sheds light on the globalisation and securitisation of education as well as the changing forms and practice of statehood and sovereignty in times of post-war reconstruction and fragility. A threat-containment and security-based logic has dictated priorities and determined choices in education reform and content. The following chapter was partially published in the Special Issue of the Italian Political Science Review titled ‘Reaching for allies? The dialectics and overlaps between International Relations and Area Studies in the study of politics, security and conflicts’), with the title ‘Analysing a non-IR field through IR lenses. Education in post-conflict Kosovo’, https://www.cambridge.org/core/journals/italian-political-science-review-rivista-italiana-di-scienza-politica/article/analysing-a-nonir-field-through-ir-lenses-educat ion-in-postconflict-kosovo/9911711C02362C5436DE787940126B71.
Selenica, E. (2023). International Relations in the Margins. Education for Peace, Education Against Extremism in Kosovo. Cham : Springer Nature.
International Relations in the Margins. Education for Peace, Education Against Extremism in Kosovo
Ervjola Selenica
Primo
2023
Abstract
The chapter argues that education is relevant for both domestic and international reasons and without an incorporation of the international within the national it is not possible to understand education’s changes and transformations in post-conflict and conflict-affected contexts. The chapter aims to connect the local to the global by investigating their dynamic interaction through the peculiar lenses of international assistance to education reform in post-conflict Kosovo. It asks two questions: (1) How do global agendas of peace and security affect education reforms in conflict-affected contexts?; (2) How does education reform in conflict-affected contexts interact with and is related to broader, international dynamics, processes and actors? More specifically, the chapter analyses the role of international actors in traditionally national sectors and the multi-layered, hybrid governance of education reform within a broader statebuilding, peacebuilding and stabilisation perspective. The analysis is divided into two empirical instances: (i) education for liberal multicultural peace (1999–2013) and (ii) education against violent extremism and radicalisation (2014–2019). The chapter sheds light on the globalisation and securitisation of education as well as the changing forms and practice of statehood and sovereignty in times of post-war reconstruction and fragility. A threat-containment and security-based logic has dictated priorities and determined choices in education reform and content. The following chapter was partially published in the Special Issue of the Italian Political Science Review titled ‘Reaching for allies? The dialectics and overlaps between International Relations and Area Studies in the study of politics, security and conflicts’), with the title ‘Analysing a non-IR field through IR lenses. Education in post-conflict Kosovo’, https://www.cambridge.org/core/journals/italian-political-science-review-rivista-italiana-di-scienza-politica/article/analysing-a-nonir-field-through-ir-lenses-educat ion-in-postconflict-kosovo/9911711C02362C5436DE787940126B71.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
