A narrative-based view of coexistence education

Collective narratives of groups in conflict-their perceived histories, beliefs, self-image, and those of their adversaries-play a central role in interpreting and fueling the conflict-and, thus, can play an equally central role in facilitating coexistence. One of their main correlates is their implied delegitimization of the "other's" collective narrative, its pains, its sufferings, its history, and its aspirations. It is this deligitimization that ought to be the main target for change if coexistence is to be promoted, including the acknowledgement of one's own contribution to the conflict. Four dilemmas are discussed: coexistence programs for the dominant versus the subordinate groups; possible counterproductive outcomes; resistance against antagonistic, dominant narratives; and the problem of short-term intervention programs.