Teaching contested narratives : identity, memory and reconciliation in peace education and beyond
著者
書誌事項
Teaching contested narratives : identity, memory and reconciliation in peace education and beyond
Cambridge University Press, 2013
- : pbk
大学図書館所蔵 全2件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Originally published: 2012
Includes bibliographical references (p. 231-255) and index
内容説明・目次
内容説明
In troubled societies narratives about the past tend to be partial and explain a conflict from narrow perspectives that justify the national self and condemn, exclude and devalue the 'enemy' and their narrative. Through a detailed analysis, Teaching Contested Narratives reveals the works of identity, historical narratives and memory as these are enacted in classroom dialogues, canonical texts and school ceremonies. Presenting ethnographic data from local contexts in Cyprus and Israel, and demonstrating the relevance to educational settings in countries which suffer from conflicts all over the world, the authors explore the challenges of teaching narratives about the past in such societies, discuss how historical trauma and suffering are dealt with in the context of teaching, and highlight the potential of pedagogical interventions for reconciliation. The book shows how the notions of identity, memory and reconciliation can perpetuate or challenge attachments to essentialized ideas about peace and conflict.
目次
- Part I. Introduction and Theoretical Underpinnings: 1. Introduction
- 2. Problematizing peace education romanticism
- 3. On conflict, identity and more
- Part II. Living and Teaching Contested Narratives: 4. Victims and perpetrators: how teachers live with contested narratives
- 5. (Im)possible openings
- 6. The everyday challenges of teaching children from conflicting groups
- 7. The emotional complexities of teaching contested narratives
- Part III. Mourning, Forgiveness and Reconciliation: Problems and Possible Solutions: 8. The nationalization of mourning in troubled societies
- 9. The work of mourning in schools: ambivalent emotions and the risks of seeking mutual respect and understanding
- 10. Forgiveness as a possible path towards reconciliation
- Part IV. Conclusions: Implications for Peace Education: 11. Becoming critical design experts in schools
- 12. Memory and forgetting: a pedagogy of dangerous memories
- 13. De-essentializing identity
- 14. Designing different paths for reconciliation pedagogies.
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