Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Post-Genocide Society, Social Capital, and Pedagogy of Lifelong Learning: An Analysis of the Empirical Example of Bosnia and Herzegovina
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. (Institutet för kunskaps- och metodutveckling inom ungdoms- och missbruksvård - IKM (Institute for Development of Knowledge about Treatment of Alcohol and Drug Misusers); Centrum för specialpedagogisk forskning - CSF (Center for Special Education Research); Kriminal- och socialvetenskapligt nätverk (Criminology Research Network))ORCID iD: 0000-0001-6151-0934
University of Tuzla, Bosnia and Herzegovina.
2019 (English)In: Social Sciences and Education Research Review, ISSN 2392-9683, Vol. 6, no 2, p. 31-62Article in journal (Refereed) Published
Abstract [en]

The aim of the paper is to analyse: 1) the negative/dark sides of social capital in the Bosnian–Herzegovinian post-genocide society that emerged because of decades of symbolic and real war and post-war violence against the people in Bosnia and Herzegovina; and 2) the possibility of social development in the direction of a positive/lighter side of social capital, in the sense of legitimising progressive politics of social development based on the following foundations: a) learning peace, coexistence, and reconciliation; b) acknowledgment that genocide was carried out during the war and actively denied after the war; c) condemnation of genocide (both during the war and the post-war period); and d) active work to recognise the status of and obtain compensation for the victims of the genocide (at the social, organisational/institutional, and individual levels).

 

Place, publisher, year, edition, pages
2019. Vol. 6, no 2, p. 31-62
Keywords [en]
actor, coexistence learning, destruction, education, field, habitus, peace learning, reconciliation learning
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology) Philosophy
Research subject
Sociology, Sociology Education; Social Sciences, Sociology; Social Sciences, Peace and Development Studies; Social Sciences, Practical Philosophy; Police Science, Criminology; Law; Pedagogics and Educational Sciences, Education
Identifiers
URN: urn:nbn:se:lnu:diva-90260OAI: oai:DiVA.org:lnu-90260DiVA, id: diva2:1372808
Available from: 2019-11-25 Created: 2019-11-25 Last updated: 2019-11-29Bibliographically approved

Open Access in DiVA

fulltext(372 kB)45 downloads
File information
File name FULLTEXT01.pdfFile size 372 kBChecksum SHA-512
fd8da6e52b923b8d72f01a655b1a56cac8f78a2668df4f2783c5eba74af64c2650a689e3ffa2b144f5996c03358cc2a9d53297f4c1819ea878fb7432b0ddd000
Type fulltextMimetype application/pdf

Other links

fulltext

Search in DiVA

By author/editor
Basic, Goran
By organisation
Department of Pedagogy and Learning
Sociology (excluding Social Work, Social Psychology and Social Anthropology)Philosophy

Search outside of DiVA

GoogleGoogle Scholar
Total: 45 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 190 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf