(Re)Constructing Memory: Education, Identity, and Conflict /
(Re)Constructing Memory: Education, Identity, and Conflict /
Michelle J. Bellino, James H. Williams.
- 1 online resource.
- Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001 .
- Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001. .
Includes bibliographical references and index.
Preliminary Material / Introduction / What Framing Analysis Can Teach Us about History Textbooks, Peace, and Conflict / Ideologies Inside Textbooks / Construction(s) of the Nation in Egyptian Textbooks / Creating a Nation without a Past / From “Civilizing Force” to “Source of Backwardness” / The Crusades in English History Textbooks 1799–2002 / History Education, Domestic Narratives, and China’s International Behavior / Addressing Conflict and Tolerance through the Curriculum / Learning to Think Historically through a Conflict-Based Biethnic Collaborative Learning Environment / Living with Ghosts, Living Otherwise / When War Enters the Classroom / From Truth to Textbook / Nation, Supranational Communities, and the Globe / Index / Michelle J. Bellino and James H. Williams -- Michelle J. Bellino and James H. Williams -- Elisabeth King -- Saori Hagai, , Yuto Kitamura, , Khlok Vichet Ratha and William C. Brehm -- Ehaab D. Abdou -- Ashley L. Greene -- Matthias vom Hau -- Fiona Kisby Littleton -- Zheng Wang -- Tony Gallagher -- Yifat Ben-David Kolikant and Sarah Pollack -- Cathlin Goulding -- Diana Rodríguez Gómez -- Julia Paulson -- Falk Pingel -- Michelle J. Bellino and James H. Williams.
Available to subscribing member institutions only.
How do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls? What kinds of curricular representations of conflict contribute to the construction of national identity, and what kinds of encounters challenge presumed boundaries between us and them ? Through contemporary and historical case studies—drawn from Cambodia, Egypt, Northern Ireland, Peru, and Rwanda, among others—this collection explores how societies experiencing armed conflict and its aftermath imagine education as a space for forging collective identity, peace and stability, and national citizenship. In some contexts, the erasure of conflict and the homogenization of difference are central to shaping national identities and attitudes. In other cases, collective memory of conflict functions as a central organizing frame through which citizenship and national identity are (re)constructed, with embedded messages about who belongs and how social belonging is achieved. The essays in this volume illuminate varied and complex inter-relationships between education, conflict, and national identity, while accounting for ways in which policymakers, teachers, youth, and community members replicate, resist, and transform conflict through everyday interactions in educational spaces.
9789463008600
10.1007/978-94-6300-860-0 DOI
Collective memory--Study and teaching.
Identity politics--Study and teaching.
History--Textbooks.
History--Study and teaching.
LB3045
371.3/2
Includes bibliographical references and index.
Preliminary Material / Introduction / What Framing Analysis Can Teach Us about History Textbooks, Peace, and Conflict / Ideologies Inside Textbooks / Construction(s) of the Nation in Egyptian Textbooks / Creating a Nation without a Past / From “Civilizing Force” to “Source of Backwardness” / The Crusades in English History Textbooks 1799–2002 / History Education, Domestic Narratives, and China’s International Behavior / Addressing Conflict and Tolerance through the Curriculum / Learning to Think Historically through a Conflict-Based Biethnic Collaborative Learning Environment / Living with Ghosts, Living Otherwise / When War Enters the Classroom / From Truth to Textbook / Nation, Supranational Communities, and the Globe / Index / Michelle J. Bellino and James H. Williams -- Michelle J. Bellino and James H. Williams -- Elisabeth King -- Saori Hagai, , Yuto Kitamura, , Khlok Vichet Ratha and William C. Brehm -- Ehaab D. Abdou -- Ashley L. Greene -- Matthias vom Hau -- Fiona Kisby Littleton -- Zheng Wang -- Tony Gallagher -- Yifat Ben-David Kolikant and Sarah Pollack -- Cathlin Goulding -- Diana Rodríguez Gómez -- Julia Paulson -- Falk Pingel -- Michelle J. Bellino and James H. Williams.
Available to subscribing member institutions only.
How do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls? What kinds of curricular representations of conflict contribute to the construction of national identity, and what kinds of encounters challenge presumed boundaries between us and them ? Through contemporary and historical case studies—drawn from Cambodia, Egypt, Northern Ireland, Peru, and Rwanda, among others—this collection explores how societies experiencing armed conflict and its aftermath imagine education as a space for forging collective identity, peace and stability, and national citizenship. In some contexts, the erasure of conflict and the homogenization of difference are central to shaping national identities and attitudes. In other cases, collective memory of conflict functions as a central organizing frame through which citizenship and national identity are (re)constructed, with embedded messages about who belongs and how social belonging is achieved. The essays in this volume illuminate varied and complex inter-relationships between education, conflict, and national identity, while accounting for ways in which policymakers, teachers, youth, and community members replicate, resist, and transform conflict through everyday interactions in educational spaces.
9789463008600
10.1007/978-94-6300-860-0 DOI
Collective memory--Study and teaching.
Identity politics--Study and teaching.
History--Textbooks.
History--Study and teaching.
LB3045
371.3/2