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By Claire McGlynn (Editor) Zvi Bekerman (Editor)

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They are contexts, in other words, where there is a commitment to addressing the cognitive and affective every bit as much as the behavioral. The following chapters in this volume consider how they have pursued this and how successful they have been. References Baker, L. (1996). The second battle of New Orleans: The hundred year struggle to integrate the schools. New York: Harper Collins. T. (2004). After Brown: The rise and retreat of school desegregation. Princeton and Oxford: Princeton University Press.

S. experience before Brown does point to the conclusion that forced segregation is ultimately selfdefeating, not least because it is predicated on an unsustainable vision of the essential separateness of human groups. Furthermore, there is some evidence from the period of desegregation in the United States of America that suggests that integration can lead to tangible gains. However, the experience does not suggest that integration is the unproblematic answer to diversity: integration was hard to achieve, harder still to sustain and harder again to maintain.

Brightwell-Sotwell: Triangle Books. , Osborne, R. and Cormack, R. (1993). Community relations, equality and education. In R. Osborne, R. Cormack, and A. 177–195). Aldershot, England: Avebury. Gallagher, A. and Smith, A. (2002). Selection, integration and diversity in Northern Ireland. M. Gray, K. Lloyd, P. Devine, G. Robinson, and D. ), Social attitudes in Northern Ireland: The eighth report (pp. 120–137). London: Pluto. Hadjipavlou-Trigeorgis, M. (2000). A partnership between peace education and conflict resolution: The case of Cyprus.

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