The Emotional Readiness of Greek Cypriot Teachers for Peaceful Co-existence
Article first published online: 22 NOV 2011
© 2011 Blackwell Publishing Ltd.
European Journal of Education
Special Issue: On becoming a teacher: a lifelong process
Volume 46, Issue 4, pages 524–539, December 2011
How to Cite
Zembylas, M., Kendeou, P. and Michaelidou, A. (2011), The Emotional Readiness of Greek Cypriot Teachers for Peaceful Co-existence. European Journal of Education, 46: 524–539. doi: 10.1111/j.1465-3435.2011.01498.x
- Issue published online: 22 NOV 2011
- Article first published online: 22 NOV 2011
- emotional readiness;
- Greek Cypriot educational system;
- peaceful coexistence;
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.