Abstract
Norway has a comprehensive approach in carrying out its peace policy. Norwegians not only engage in peacemaking, as documented in the previous two chapters, but they also continue their commitment by supporting post-agreement peacebuilding. Often, this takes the form of local development projects that engage people from polarized groups in deeply divided societies. Two schools in Macedonia provide an example of Norway’s support for intercommunity peacebuilding. The Nansen Primary and Secondary Schools are located in Macedonia’s Jegunovce Municipality—an area involved in the 2001 civil war. The schools enable local Macedonian and Albanian children to experience an integrated education—highly noteworthy because it flourishes amid segregated schooling for Macedonian- and Albanian-speaking children.
Co-authored by Kelly Ryan. Portions of this chapter were published previously in Ann Kelleher and Kelly Ryan, “Successful Local Peace building in Macedonia: Sustained Dialogue in Practice,” Peace Research — The Canadian Journal of Peace and Conflict Studies, 44, 1 (2012): 63–94.
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Notes
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This section previously published as: Ann Kelleher and Kelly Ryan, “Successful Local Peacebuilding in Macedonia: Sustained Dialogue in Practice,” Peace Research — the Canadian Journal of Peace and Conflict Studies, 44, 1 (2012)., 63–94.
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© 2014 James Larry Taulbee, Ann Kelleher, and Peter C. Grosvenor
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Taulbee, J.L., Kelleher, A., Grosvenor, P.C. (2014). Successful Local Peacebuilding in Macedonia. In: Norway’s Peace Policy. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137429193_6
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DOI: https://doi.org/10.1057/9781137429193_6
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