분쟁 이후 보스니아⋅헤르체고비아(BiH)의 평화교육 연구
A Study on Peace Education in Bosnia and Herzegovina (BiH) after the Conflict
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초록
보스니아⋅헤르체고비나(Bosnia and Herzegovina, BiH)는 독립과 분열, 내전형태의 분쟁, 평화협정의 과정을 밟아왔다는 측면에서, 우리는 이 사회를 분쟁 후사회(post-conflict society)라고 규정할 수 있다. 본 연구는 분쟁 후 사회로서 Bosnia and Herzegovina(BiH)가 내전의 폐해와 고통을 극복하고 평화협정을 기반으로 평화교육을 위해 어떠한 노력을 기울이고 있는지 고찰하는데 목적을 두었다. 이를 위해 이글은 첫째, 내전의 상처와 유산을 극복하고 데이튼 평화협정(Dayton Agreement)을통한 평화구축 노력과 이를 토대로 이루어지는 제네시스 프로젝트(Genisis project), 평화를 위한 교육(EFP 등을 중심으로 한 평화교육의 실태를 고찰하였으며, 둘째, 평화교육이 성공하기 위한 정치-사회적 조건과 교육적 조건을 활용하여 BiH의 평화교육의특징과 현주소를 살펴보았다. 끝으로 제언 차원에서 한반도 평화를 위한 교육에서BiH의 사례가 주는 의미를 토론 주제로 제시하고자 하였다.
Abstract
Bosnia and Herzegovina(BiH) can be defined as a post-conflict society in terms of independence and division, civil war-type disputes, and peace agreements. This study aims to examine what efforts BiH are making for peace education based on peace agreements to overcome the evils and pain of civil war as a post-conflict society. To this end, this paper first examined efforts to overcome the wounds and legacy of the civil war and establish peace through the Dayton Agreement. In addition, this paper examines the current status of peace education centered on the Genesis project and EFP(education for peace). Second, this study examined the characteristics and current status of peace education in BiH using political-social and educational conditions for the success of peace education. Finally, as a suggestion, I tried to present the meaning of BiH's case in education for peace on the Korean Peninsula as several topics of discussion.
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