Promoting peaceful coexistence in conflict-ridden Cyprus: Teachers’ difficulties and emotions towards a new policy initiative

The present paper looks at teachers’ perceptions of difficulties and emotions about a recent policy initiative in the Greek-Cypriot educational system to promote peaceful coexistence. This policy initiative by the government sparked strong emotional reactions. This paper provides an in-depth understanding of the intersection between tensions at the larger socio-political landscape and teachers’ emotional readiness to deal with this policy initiative. To do so, the paper draws on the findings of a quantitative and a qualitative study conducted during the end of the 2008–2009 school year. Possible implications are discussed for educational policy and teacher education. ► Although most Greek-Cypriot teachers recognized the importance of cultivating peaceful coexistence in schools, the survey also documented a significant lack of readiness and willingness to implement the new objective, coupled with doubts regarding its feasibility. ► The qualitative analysis confirmed that teachers’ emotional resistance was triggered by both ideological and practical obstacles. ► Taken together, the data from both phases of our research suggest that despite teachers’ notable indications of positivity towards reconciliation on a rhetorical level, when it comes to implementation, the ideological, emotional and practical difficulties they face are disheartening and, often, insurmountable.