Author: Ander Delgado
Publisher: IAP
ISBN:
Category : History
Languages : en
Pages : 186
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Book Description
The heightened resonance of identity-driven politics in many states across twenty first century Europe emphasizes the critical role of history in shaping public contestation of the idea of the nation, and accordant manifestations of nationalism and national identity. How the past is interpreted or what and how is remembered has proven increasingly febrile, contentious, and divisive. Debates about history have gone beyond academia, and have permeated and polarised politics and society in many European countries. Intense debate and dispute about national history and culture has often focused on the history teaching in schools, colleges, and universities. According to the aforementioned, it is evident that the teaching of history in the classroom is a relevant topic within the educational system. For this reason, it is not surprising that many times the choice of what kind of history to teach becomes a controversial topic. The existence in a given society of different visions about the nation or the various responses proposed to face the social challenges existing in it (immigration, independence nationalisms...) can turn the teaching of history into a debated and controversial topic. Logically, depending on the specific political context of each country, this debate can acquire different developments and characteristics. The school is not an institution isolated from its socio-political context. In fact, both areas constantly interact. Therefore, this book proposes an approach to this topic that tries to connect the specific political context of different countries with the debates about education and history teaching from 1990 until the present. It deals with the extent to which the social and political context affects the history teaching practice developed in the classrooms through the decisions made on the official curricula and textbooks. Emphasizing this connection between both aspects is one of the strengths of this book. That is the reason why this book proposes an approach to that reality from diverse points of view and show the different materializations observed in this area in the studied cases. The chapters of this volume allow us to verify this heterogeneous reality and help enrich our knowledge on this broad and interesting topic.
Author: Charis Psaltis
Publisher: Springer
ISBN: 3319546813
Category : Education
Languages : en
Pages : 389
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Book Description
This book is open access under a CC BY 4.0 license. This volume discusses the effects, models and implications of history teaching in relation to conflict transformation and reconciliation from a social-psychological perspective. Bringing together a mix of established and young researchers and academics, from the fields of psychology, education, and history, the book provides an in-depth exploration of the role of historical narratives, history teaching, history textbooks and the work of civil society organizations in post-conflict societies undergoing reconciliation processes, and reflects on the state of the art at both the international and regional level. As well as dealing with the question of the ‘perpetrator-victim’ dynamic, the book also focuses on the particular context of transition in and out of cold war in Eastern Europe and the post-conflict settings of Northern Ireland, Israel and Palestine and Cyprus. It is also exploring the pedagogical classroom practices of history teaching and a critical comparison of various possible approaches taken in educational praxis. The book will make compelling reading for students and researchers of education, history, sociology, peace and conflict studies and psychology.
Author: Karina V. Korostelina
Publisher: Routledge
ISBN: 1135100322
Category : Political Science
Languages : en
Pages : 270
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Book Description
This book analyses the role of history education in conflict and post-conflict societies, describing common history textbook projects in Europe, the Balkans, the Caucasus, the Far East and the Middle East. Ever since the emergence of the modern school system and the implementation of compulsory education, textbooks have been seen as privileged media. The knowledge they convey is relatively persistent and moreover highly selective: every textbook author must choose and omit, condense, structure, reduce, and generalize information. Within this context, history textbooks are often at the centre of interest. There are unquestionably significant differences regarding homogeneity or plurality of interpretations when concepts of history education are compared internationally. This volume conducts a comparative analysis of common history projects in different countries and provides conceptual frameworks and methodological tools for enhancing the roles of these projects in the processes of conflict prevention and resolution. This book is timely, as issues of history education in conflict and post-conflict societies are becoming more popular with the increased realisation that unresolved disagreements about historical narratives can, and often do, lead to renewed conflict or even violence. This book will be of interest to students of peace studies and conflict resolution, political science, history, sociology, anthropology, social psychology, and international relations in general.
Author: Thomas R. Cantwell
Publisher:
ISBN: 9780074716274
Category : Europe
Languages : en
Pages : 212
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Book Description
Conflict in Europe 1935-1945 examines the events, personalities and dominant ideologies of this tumultuous period. The text includes in-depth profiles of Bernard Law Montgomery, Eleanor Roosevelt and Woodrow Wilson and features a case study on Appeasement for Extension History. The popular Contested Spaces series has been updated to reflect the Stage 6 Modern History syllabus in New South Wales. Written by leading authors, each book now includes a detailed personality profile on a key historical figure. An engaging narrative style is enhanced by a wide range of source material and visuals, making these books essential texts for HSC history students.
Author: Luigi Cajani
Publisher: Springer
ISBN: 3030057224
Category : Education
Languages : en
Pages : 800
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Book Description
This Handbook provides a systematic and analytical approach to the various dimensions of international, ethnic and domestic conflict over the uses of national history in education since the end of the Cold War. With an upsurge in political, social and cultural upheaval, particularly since the fall of state socialism in Europe, the importance of history textbooks and curricula as tools for influencing the outlooks of entire generations is thrown into sharp relief. Using case studies from 58 countries, this book explores how history education has had the potential to shape political allegiances and collective identities. The contributors highlight the key issues over which conflict has emerged – including the legacies of socialism and communism, war, dictatorships and genocide – issues which frequently point to tensions between adhering to and challenging the idea of a cohesive national identity and historical narrative. Global in scope, the Handbook will appeal to a diverse academic audience, including historians, political scientists, educationists, psychologists, sociologists and scholars working in the field of cultural and media studies.
Author: Lily Gardner Feldman
Publisher: Vandenhoeck & Ruprecht
ISBN: 3647560332
Category : Religion
Languages : en
Pages : 231
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Book Description
This volume examines the role of identity formation and stages of sequencing of the steps of reconciliation – which is an enduring rather than ad an ad hoc phenomenon. RIPAR 4 asks for both the challenges to it from the domestic and international systems and the actors involved, as well as for the role of »history,« »memory« and »remembrance« either as catalysts for or obstacles to reconciliation. The analyzing of the connection among the past, the present and the future in actual or prospective reconciliation embraces all these topics and questions.Influenced by the crisis in the former Sovjet Union following the March 2014 Russian annexation/integration of Crimea and the movement of Russian soldiers into Eastern Ukraine to aid Ukrainian separatists the essays in this volume were written in 2015. »Reconciliation« is a frequently ill-defined term. As an aspiration in this volume it encompasses three senses: an incipient, thin and minimal form amounting to passive, peaceful coexistence after enmity; a more elaborate, intermediate and engaged form that is captured by the term rapprochement; and a thick or fuller form denoting active friendship, empathy, trust, magnanimity and, ultimately, amity. Beyond the definitional goal, the volume addresses ten themes. Firstly, reconciliation is being questioned as a process and/ or a terminal condition. A view is made on the requirements for the transition from conflict to a reconciliatory process, and the obstacles to beginning a process of reconciliation. Its »soft« and »hard« expressions inter alia in emotional and political dimensions are also subject of the author's interest. The observations about conflict and cooperation offered in this volume wish to add significantly to the burgeoning literature of reconciliation. These essays demonstrate that we need a variety of disciplinary and theoretical perspectives to grapple with conflict and to promote reconciliation.
Author: Michelle J. Bellino
Publisher: Springer
ISBN: 9463008608
Category : Education
Languages : en
Pages : 339
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Book Description
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.
Author: Cosme Jesús Gómez Carrasco
Publisher: Taylor & Francis
ISBN: 1000840778
Category : Education
Languages : en
Pages : 250
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Book Description
This book explores the challenges of teaching European history in the 21st century and provides research-informed approaches to history teaching that combine civic education, historical consciousness, and the teaching of controversial social issues. With contributions from researchers across Europe, the book includes both theoretical and case study chapters. The first part of the book addresses issues such as globalization and teaching in an interconnected world, using multicultural and critical approaches, decolonizing education, and teaching uncomfortable narratives of the past. The second part of the book showcases thematic chapters dedicated to teaching intersecting topics in the European curriculum such as violence and armed conflict, social inequality, gender equality, the technological revolution, and religion. Ultimately, this volume promotes criticality, civic engagement, and reflection on social issues, thereby prompting methodological change in the teaching of history as we know it. It will appeal to researchers and students of history education, democratic education, and citizenship education, as well as teacher educators and trainee teachers in history. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
Author: Reina Zenelaj Shehi
Publisher: Logos Verlag Berlin GmbH
ISBN: 3832551379
Category : Political Science
Languages : en
Pages : 138
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Book Description
The Western Balkan countries are characterized by an entanglement of different national, ethnic and religious groups. Within all Balkan states, nationalist rivalries have been and are exploited by political leaders as a propaganda tool when faced with internal unrest or unpopularity. Yet, the proximity of ethnic communities to their countries of ethnic origin tie all the Balkan states into a common problem: the spillover effect of regional insecurity. Existing and future disputes require an exhaustive survey of national, ethnic, religious, territorial, economic and political problems, and this is precisely what this volume sets out to do.
Author: Stefan Helgesson
Publisher: Berghahn Books
ISBN: 1785338854
Category : History
Languages : en
Pages : 230
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Book Description
At a time when rapidly evolving technologies, political turmoil, and the tensions inherent in multiculturalism and globalization are reshaping historical consciousness, what is the proper role for historians and their work? By way of an answer, the contributors to this volume offer up an illuminating collective meditation on the idea of ethos and its relevance for historical practice. These intellectually adventurous essays demonstrate how ethos—a term evoking a society’s “fundamental character” as well as an ethical appeal to knowledge and commitment—can serve as a conceptual lodestar for history today, not only as a narrative, but as a form of consciousness and an ethical-political orientation.
