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020 _a9789463008600
_q(electronic book)
020 _z9789463008594
_q(print)
024 7 _a10.1007/978-94-6300-860-0
_2DOI
035 _a(OCoLC)972530233
040 _aNL-LeKB
_cNL-LeKB
_erda
050 4 _aLB3045
072 7 _aJN
_2bicssc
072 7 _aEDU
_x000000
_2bisacsh
082 0 4 _a371.3/2
_223
245 1 0 _a(Re)Constructing Memory: Education, Identity, and Conflict /
_cMichelle J. Bellino, James H. Williams.
264 1 _aLeiden,
_aBoston :
_bBrill | Sense,
_c2017.
300 _a1 online resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_2rdacarrier
490 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
504 _aIncludes bibliographical references and index.
505 0 0 _tPreliminary Material /
_rMichelle J. Bellino and James H. Williams --
_tIntroduction /
_rMichelle J. Bellino and James H. Williams --
_tWhat Framing Analysis Can Teach Us about History Textbooks, Peace, and Conflict /
_rElisabeth King --
_tIdeologies Inside Textbooks /
_rSaori Hagai, , Yuto Kitamura, , Khlok Vichet Ratha and William C. Brehm --
_tConstruction(s) of the Nation in Egyptian Textbooks /
_rEhaab D. Abdou --
_tCreating a Nation without a Past /
_rAshley L. Greene --
_tFrom “Civilizing Force” to “Source of Backwardness” /
_rMatthias vom Hau --
_tThe Crusades in English History Textbooks 1799–2002 /
_rFiona Kisby Littleton --
_tHistory Education, Domestic Narratives, and China’s International Behavior /
_rZheng Wang --
_tAddressing Conflict and Tolerance through the Curriculum /
_rTony Gallagher --
_tLearning to Think Historically through a Conflict-Based Biethnic Collaborative Learning Environment /
_rYifat Ben-David Kolikant and Sarah Pollack --
_tLiving with Ghosts, Living Otherwise /
_rCathlin Goulding --
_tWhen War Enters the Classroom /
_rDiana Rodríguez Gómez --
_tFrom Truth to Textbook /
_rJulia Paulson --
_tNation, Supranational Communities, and the Globe /
_rFalk Pingel --
_tIndex /
_rMichelle J. Bellino and James H. Williams.
506 _aAvailable to subscribing member institutions only.
520 _aHow 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.
650 0 _aCollective memory
_xStudy and teaching.
650 0 _aIdentity politics
_xStudy and teaching.
650 0 _aHistory
_vTextbooks.
650 0 _aHistory
_xStudy and teaching.
700 1 _aBellino, Michelle J.,
_eeditor.
700 1 _aWilliams, James H.,
_eeditor.
776 0 8 _iPrint version:
_t(Re)Constructing Memory: Education, Identity, and Conflict
_dLeiden, Boston : Brill | Sense, 2017,
_z9789463008594
830 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1007/978-94-6300-860-0
999 _c13846
_d13846