TY  - CHAP
AU  - Jovanović, Rodoljub
PY  - 2022
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3796
AB  - In the last couple of decades, peacebuilding literature shifted the focus
to reconciliation. Going beyond conflict resolution, which can lead to cold
peace, reconciliation is understood as involving sociopsychological processes.
Many authors consider reconciling different versions of the past, often
existing in past opponent groups, as one of the keys to successfully reaching
peace. Because of this, history education, as a place where young generations
are presented with the official version of the past, is deemed invaluable
for peacebuilding processes in societies with a recent history of violence.
However, this does not come without certain challenges. Research on history
education in post-conflict societies most often deals with educational media
such as textbooks, while exploring how teachers approach these topics is
rare. This chapter focuses on the experiences of history teachers working
within education in Albanian language in Kosovo in relation to teaching about
Kosovo War. Findings show that throughout initial teacher training (ITT) and
state organized in-service trainings, history teachers working within education
in Albanian language in Kosovo do not get many opportunities to obtain
specific skills needed for dealing with difficult topics such as the Kosovo
War. Trainings that do provide these skills are organized by non-state actors,
sporadic, and include a small number of teachers. In addition, the concepts
and teaching methods provided within these seems sometimes to be misinterpreted
and erroneously applied in the classroom. More often than not
teachers use their personal experiences to complement the lessons about
Kosovo War and this practice seems to be leading to a great variety in the type
of story students will be presented depending on teachers’ age and personal
beliefs. Taken together, the findings show that history education, in its current
form, can hardly fulfill the goals set in various educational documents.
PB  - Prishtina : Kosovo Foundation for Open Society
T2  - Confronting Multiple Crises: Local and International Perspectives on Policy-Making in Kosovo
T1  - Reaching Peace by Teaching the War: How History Teachers in Kosovo Teach About the Kosovo War?
SP  - 111
EP  - 144
UR  - https://hdl.handle.net/21.15107/rcub_rifdt_3796
ER  - 

@inbook{
author = "Jovanović, Rodoljub",
year = "2022",
abstract = "In the last couple of decades, peacebuilding literature shifted the focus
to reconciliation. Going beyond conflict resolution, which can lead to cold
peace, reconciliation is understood as involving sociopsychological processes.
Many authors consider reconciling different versions of the past, often
existing in past opponent groups, as one of the keys to successfully reaching
peace. Because of this, history education, as a place where young generations
are presented with the official version of the past, is deemed invaluable
for peacebuilding processes in societies with a recent history of violence.
However, this does not come without certain challenges. Research on history
education in post-conflict societies most often deals with educational media
such as textbooks, while exploring how teachers approach these topics is
rare. This chapter focuses on the experiences of history teachers working
within education in Albanian language in Kosovo in relation to teaching about
Kosovo War. Findings show that throughout initial teacher training (ITT) and
state organized in-service trainings, history teachers working within education
in Albanian language in Kosovo do not get many opportunities to obtain
specific skills needed for dealing with difficult topics such as the Kosovo
War. Trainings that do provide these skills are organized by non-state actors,
sporadic, and include a small number of teachers. In addition, the concepts
and teaching methods provided within these seems sometimes to be misinterpreted
and erroneously applied in the classroom. More often than not
teachers use their personal experiences to complement the lessons about
Kosovo War and this practice seems to be leading to a great variety in the type
of story students will be presented depending on teachers’ age and personal
beliefs. Taken together, the findings show that history education, in its current
form, can hardly fulfill the goals set in various educational documents.",
publisher = "Prishtina : Kosovo Foundation for Open Society",
journal = "Confronting Multiple Crises: Local and International Perspectives on Policy-Making in Kosovo",
booktitle = "Reaching Peace by Teaching the War: How History Teachers in Kosovo Teach About the Kosovo War?",
pages = "111-144",
url = "https://hdl.handle.net/21.15107/rcub_rifdt_3796"
}

Jovanović, R.. (2022). Reaching Peace by Teaching the War: How History Teachers in Kosovo Teach About the Kosovo War?. in Confronting Multiple Crises: Local and International Perspectives on Policy-Making in Kosovo
Prishtina : Kosovo Foundation for Open Society., 111-144.
https://hdl.handle.net/21.15107/rcub_rifdt_3796

Jovanović R. Reaching Peace by Teaching the War: How History Teachers in Kosovo Teach About the Kosovo War?. in Confronting Multiple Crises: Local and International Perspectives on Policy-Making in Kosovo. 2022;:111-144.
https://hdl.handle.net/21.15107/rcub_rifdt_3796 .

Jovanović, Rodoljub, "Reaching Peace by Teaching the War: How History Teachers in Kosovo Teach About the Kosovo War?" in Confronting Multiple Crises: Local and International Perspectives on Policy-Making in Kosovo (2022):111-144,
https://hdl.handle.net/21.15107/rcub_rifdt_3796 .