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.
Conflict transformation and history teaching: social psychological theory and social representations
págs. 1-34
History textbook writing in post-conflict societies: From battlefield to site and means of conflict transformation
págs. 37-76
Confronting history and reconciliation: A review of civil society´s approaches to transforming conflict narratives
págs. 77-96
Social representations of the past in post-conflict societies: Adherence to official historical narratives and distrust though heightened threats
Charis Psaltis, Renata Franc, Anouk Smeekes, Maria-Evanthia Ioannou, Iris Zezelj
págs. 97-122
Power struggles in the remembering of historical intergroup conflict: Hegemonic and counter-narratives about the argentine "conquest the desert"
págs. 125-146
When history teaching turns into parrhesia: The case of italian colonial crimes
págs. 147-168
How to teach about the holocaust?: Psychological obstacles in historical education in Poland and Germany
Michal Bilewicz, Marta Witkowska, Silvana Stubig, Marta Beneda, Roland Imhoff
págs. 169-198
History teaching as "Propaganda"?: Teachers' communication styles in post-transition societis
págs. 201-230
A clash of communication?: Intervening in textbook writing and curriculum development in Bosnia and Herzegovina after the war of 1992-1995
págs. 231-256
págs. 257-274
The official, the empathetic and the critical: Three approaches to history teaching and reconciliation in Israel
págs. 277-300
History teaching to promote positive community relations in Northern Ireland: Tensions between pedagogy, social psychological theory and professional practice in two recent projects
págs. 301-320
Formal and non-formal reform efforts of history teaching in Cyprus: Openings and closures for dangerous memories and reconciliation pedagogies
págs. 321-340
págs. 341-378
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