Includes bibliographical references and index.

Preliminary Material / Michelle J. Bellino and James H. Williams -- Introduction / Michelle J. Bellino and James H. Williams -- What Framing Analysis Can Teach Us about History Textbooks, Peace, and Conflict / Elisabeth King -- Ideologies Inside Textbooks / Saori Hagai, , Yuto Kitamura, , Khlok Vichet Ratha and William C. Brehm -- Construction(s) of the Nation in Egyptian Textbooks / Ehaab D. Abdou -- Creating a Nation without a Past / Ashley L. Greene -- From “Civilizing Force” to “Source of Backwardness” / Matthias vom Hau -- The Crusades in English History Textbooks 1799–2002 / Fiona Kisby Littleton -- History Education, Domestic Narratives, and China’s International Behavior / Zheng Wang -- Addressing Conflict and Tolerance through the Curriculum / Tony Gallagher -- Learning to Think Historically through a Conflict-Based Biethnic Collaborative Learning Environment / Yifat Ben-David Kolikant and Sarah Pollack -- Living with Ghosts, Living Otherwise / Cathlin Goulding -- When War Enters the Classroom / Diana Rodríguez Gómez -- From Truth to Textbook / Julia Paulson -- Nation, Supranational Communities, and the Globe / Falk Pingel -- Index / 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.