Peace Pedagogies in Bosnia and Herzegovina

lt;b>Larisa Kasumagic-Kafedzic is Associate Professor at the Department of English of the University of Sarajevo. Her peacebuilding engagement began during the war in Bosnia and Herzegovina with co-founding the organization Sezam and working on child war trauma, peace education and nonviolent communication with teachers and schools in conflict-affected communities. Following her master's degree at Cornell University, USA, she earned her doctorate from the University of Sarajevo. Her teaching, writing and research interests focus on critical, peace and intercultural pedagogies in teacher education and foreign language and culture didactics. She is the founder and the president of the Peace Education Hub, established in 2020 at the University of Sarajevo.

Sara Clarke-Habibi is Senior Fellow of the Georg Arnhold Program on Education for Sustainable Peace at the Georg Eckert Institute in Braunschweig, Germany, and an education consultant with the United Nations in the Western Balkans. Her peacebuilding work in Bosnia and Herzegovina began in the early post-war period when she worked closely with schools and teachers on psychosocial recovery and education for peace. Since earning her doctorate at the University of Cambridge as a Gates Cambridge Scholar, she has focused her research and practice on teaching and pedagogy in conflict and post-conflict environments. She is author of four comprehensive manuals on peacebuilding through education that are used internationally in formal and non-formal learning settings.

Opening Editorial: Exploring the Landscape of Peace Pedagogy in BiH; Larisa Kasumagic-Kafedzic and Sara Clarke-Habibi.- Part I: Peace Pedagogies, Concepts and Contexts.- Peace pedagogies: a review of key theories and approaches; Larisa Kasumagic-Kafedzic & Sara Clarke-Habibi.- Education as a victim and accomplice of conflict: Historical perspectives and possible ways of strengthening peace pedagogy in Bosnia and Herzegovina; Adila Pasalic- Kreso.- Approaches to peace education and institutionalization of peace values in formal education in Bosnia and Herzegovina; Eleonora Emkic.- Part II: Peacebuilding through Teacher Education.- Preparing future teachers to educate for democracy and human rights: the Western Balkans approach; Bojana Dujkovic- Blagojevic.- Integrating critical and intercultural pedagogies in teacher education and language didactics; Larisa Kasumagic-Kafedzic.- Fostering inner, interpersonal and intergroup peace through a Gestalt psychology approach in adult education; Mirjana Mavrak.- Teacher identity as a barrier and bridge to peace pedagogies; Sara Clarke-Habibi.- Part III: Peacebuilding through Curriculum and Pedagogy.- Peace in history education of Bosnia and Herzegovina; Melisa Foric Plasto & Bojana Dujkovic Blagojevic.- Teacher reflections on peacebuilding through mother tongue language and literature education; Branka Ljubojevic.- Drama-based pedagogy: theatre for social change in classroom; Naghmeh Sobhanil.- Pe ace pedagogy in intercultural and interreligious learning: insights from the ETOS Initiative and SAPERE BiH program (2014-2020); Zilka Spahic Siljak & Melika Sahinovic.- Evaluating intercultural sensitivity among high school and university students; Haris Ceric, Amel Alic, Sedin Habibovic.- Part IV: Partnerships for Peace Learning.- Applied learning for peace: Experiential pedagogies, teacher practice and engagement in higher education; Juliet Millican & Larisa Kasumagic- Kafedzic.- Promoting peace and intercultural understandingthrough sustained partnership: the American-Bosnian Collaboration Projec; Larisa Kasumagic-Kafedzic, Paula M. Pickering, Ethan Brown; Closing Editorial: Peace Learning and Peace Action in Formal Education in BiH: From Romanticised Ideal to Orienting Paradigm and Achievable Objective; Sara Clarke-Habibi and Larisa Kasumagic-Kafedzic.