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Edited Book No access
Teaching the Violent Past
History Education and Reconciliation
Editors:
Publisher:
2007
Summary
During an armed conflict or period of gross human rights violations, the first priority is a cessation of violence. For the cease-fire to be more than a lull in hostilities and atrocities, however, it must be accompanied by a plan for political transition and social reconstruction. Essential to this long-term reconciliation process is education reform that teaches future generations information repressed under dictatorial regimes and offers new representations of former enemies. In Teaching the Violent Past, Cole has gathered nine case studies exploring the use of history education to promote tolerance, inclusiveness, and critical thinking in nations around the world. Online Book Companion is available at: http://www.cceia.org/resources/for_educators_and_students/teaching_the_violent_past/index.html
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Bibliographic data
Copyright year
2007
ISBN-Print
978-0-7425-5143-5
ISBN-Online
978-1-4616-4397-5
Publisher
Rowman & Littlefield, Lanham
Language
English
Pages
345
Product type
Edited Book
Table of contents
ChapterPages
Contents No access
Acknowledgments No access
Introduction: Reconciliation and History Education Elizabeth A. Cole, Asia Society, formerly Carnegie Council for Ethics in International Affairs No access Pages 1 - 28
1 The Trajectory of Reconciliation through History Education in Postunification Germany Julian Dierkes, University of British Columbia No access
2 Advancing or Obstructing Reconciliation? Changes in History Education and Disputes over History Textbooks in Japan Takashi Yoshida, Western Michigan University No access
3 Representations of Aboriginal People in English Canadian History Textbooks: Toward Reconciliation Penney Clark, University of British Columbia No access
4 History Teaching and Reconciliation in Northern Ireland Alison Kitson, Training and Development Agency for Schools, U.K. No access
5 The Spanish Civil War and the Franco Dictatorship: The Challenges of Representing a Conflictive Past in Secondary Schools Rafael Valls, University of Valencia No access
6 Historical Memory and the Limits of Peace Education: Examining Guatemala's Memory of Silence and the Politics of Curriculum Design Elizabeth Oglesby, University of Arizona No access
7 History and Myth in the Soviet Empire and the Russian Republic Thomas Sherlock, United States Military Academy No access
8 On the Use and Abuse of Korea's Past: An Inquiry into History Teaching and Reconciliation Roland Bleiker, University of Queensland and Hoang Young-lu, Pusan University of Foreign Studies No access
9 The Role of History Textbooks in Shaping Collective Identities in India and Pakistan Jon Dorschner, United States Department of State and Thomas Sherlock, United States Military Academy No access
