Promoting peaceful coexistence in conflict-ridden Cyprus: Teachers' difficulties and emotions towards a new policy initiative

Michalinos Zembylas, Constadina Charalambous, Panayiota Charalambous, Panayiota Kendeou

Research output: Contribution to journalArticlepeer-review

57 Scopus citations

Abstract

The present paper looks at teachers' perceptions of difficulties and emotions about a recent policy initiative in the Greek-Cypriot educational system to promote peaceful coexistence. This policy initiative by the government sparked strong emotional reactions. This paper provides an in-depth understanding of the intersection between tensions at the larger socio-political landscape and teachers' emotional readiness to deal with this policy initiative. To do so, the paper draws on the findings of a quantitative and a qualitative study conducted during the end of the 2008-2009 school year. Possible implications are discussed for educational policy and teacher education.

Original languageEnglish (US)
Pages (from-to)332-341
Number of pages10
JournalTeaching and Teacher Education
Volume27
Issue number2
DOIs
StatePublished - Feb 2011

Bibliographical note

Copyright:
Copyright 2011 Elsevier B.V., All rights reserved.

Keywords

  • Educational policy.
  • Peace education
  • Peaceful coexistence
  • Teacher emotion

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