Teaching the Violent Past: History Education and Reconciliation

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Rowman & Littlefield, 2007 - Education - 345 pages
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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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Contents

Reconciliation and History Education
1
As Generations Pass The Challenges of LongTerm Reconciliation in History Textbooks
29
The Trajectory of Reconciliation through History Education in Postunification Germany
31
Advancing or Obstructing Reconciliation? Changes in History Education and Disputes over History Textbooks in Japan
51
Representations of Aboriginal People in English Canadian History Textbooks Toward Reconciliation
81
Reconciliation in Process
121
History Teaching and Reconciliation in Northern Ireland
123
The Spanish Civil War and the Franco Dictatorship The Challenges of Representing a Conflictive Past in Secondary Schools
155
Reconciliation Jeopardized Undone or Not Yet Attained Aspirational and CounterReconciliatory Cases
203
History and Myth in the Soviet Empire and the Russian Republic
205
On the Use and Abuse of Koreas Past An Inquiry into History Teaching and Reconciliation
249
The Role of History Textbooks in Shaping Collective Identities in India and Pakistan
275
Afterword
317
Index
329
About the Contributors
343
Copyright

Historical Memory and the Limits of Peace Education Examining Guatemalas Memory of Silence and the Politics of Curriculum Design
175

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About the author (2007)

Elizabeth Cole is Assistant Director, TeachAsia, in the Education Division of Asia Society in New York City. She was Senior Program Officer at the Carnegie Council for Ethics in International Affairs from 2000-2005.

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