| dc.description.abstract | Macedonian education is highly segregated on ethno-linguistic criteria. However, since the national educational policy (Strategy for Integrated Education) aims to work towards more inter-ethnic integration in schools, the aim of the present research was to determine to which extent it seems feasible to work towards inter-ethnic integration within the current education system. The qualitative method of this study consisted of semi-structured interviews (N = 36) with key-players in the field of Macedonian education: teachers, pedagogical students (future teachers) and Mozaik Alumni (teenagers who attended a multicultural kindergarten). Results show that the role of language can be identified as an obstacle, since realizing integrated education would have to at least partly break down this linguistic division, with all consequences. Secondly, results on indicate that the two most predominant ethnic communities – Macedonians and Albanians – live ‘parallel lives’ and social cohesion seems low, which does not create a clear pathway to realize integrated education, since its success is dependent on good ethnic relations and an intrinsic motivation of all citizens to work towards integration. Concerning the ways children and young people are perceived as a factor in working towards inter-ethnic integration, results show that they it is seen imperative that children and young people get involved, and moreover, they also view themselves as responsible actors of ‘the generation of change’. An overall conclusion of this study is that is does not seem feasible to work towards inter-ethnic integration within the current formal education system. However, since this study found a surprisingly positive attitude towards the role of non-formal education, further research on its possibilities and effects is recommended. | |
