Is schooling a potential catalyst for the outbreak of identity-based conflict? How can education contribute to social and civic reconstruction? Education, Conflict and Social Cohesion explores these questions in conflict-affected societies as diverse as Bosnia-Herzegovina and Guatemala, Lebanon and Mozambique, Northern Ireland, Rwanda and Sri Lanka. Using a common analytical framework, the studies assess changing conceptualisations of social cohesion as reflected in the shifting curriculum paradigms and rationales that have governed educational policy reform in each of these societies. In doing so, each of the studies examines the potent role of curriculum policy in reconstructing social and civic identities and the challenges that policy makers have been confronted with in terms of changing definitions of national citizenship. These challenges range from the determination of language policies in multilingual and multicultural societies, to the sensitive and sometimes contentious learning content related to the reinterpretation of national history, and the development of a sense of common citizenship and of shared destiny. Based on these experiences, Education, Conflict and Social Cohesion argues that for processes of education reform to be meaningful contributions to reconciliation and peacebuilding, the subtle and complex relationships between schooling and conflict need to be explicitly recognised and examined.