History Education and Conflict Transformation : : Social Psychological Theories, History Teaching and Reconciliation.

• Author: Psaltis, Charis.
• TeilnehmendeR: Carretero, Mario.; Čehajić-Clancy, Sabina.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2017.; ©2017.
• Year of Publication: 2017
• Edition: 1st ed.
• Language: English
• Physical Description: 1 online resource (389 pages)

Table of Contents

• Intro
• Preface and Acknowledgements
• Contents
• About the Editors
• List of Figures
• List of Tables
• Conflict Transformation and History Teaching: Social Psychological Theory and Its Contributions
• Conflict Transformation, Conflict Resolution and Reconciliation: The Social Psychological Perspective
• Representations of the Past, History Teaching Approaches and Reconciliation
• Tensions and Dilemmas Arising from Asymmetrical Post-conflict Contexts for History Teaching
• From the Disciplinary to the Interdisciplinary Approach in History Teaching: From Representations of the Past Based on Belief to Representations Based on Knowledge
• The Major Challenge: Facilitating Conflict Transformation Through Interdisciplinary Research and Dialogue
• Part I: Global and Regional Perspectives on Textbook Writing, Civil Society Organizations and Social Representations
• Part II: Social Psychological Perspectives of Perpetrators and Victims
• Part III: Textbook and Teacher Perspectives in Post-transition and Post-conflict Societies
• Part IV: Pedagogical Approaches to History Teaching and Reconciliation
• References
• Part I Global and Regional Perspectives on Textbook Writing, Civil Society Organizations and Social Representations
• History Textbook Writing in Post-conflict Societies: From Battlefield to Site and Means of Conflict Transformation
• The Janus-Face of History Textbooks in Conflict and Peace
• Short- and Medium-Term Textbook Revision: Narrative Silence, Evasion and Elision
• History Textbooks and Post-war Moratoria
• "Emergency Textbooks" and the Removal of Objectionable Content
• Longer-Term Models of Post-conflict Textbook Work: Single- and Multinarrative Approaches
• The Elusive Value of the Single-Narrative Approach: Consensus or Hegemonic History?.
• The Promises of a Multinarrative and Multiperspective Approach: Narrative Plurality and Diversity
• Beyond Content: The Transformative "Performative Dimension" of Post-conflict Textbook Work
• Actors and Interactions in Post-conflict Textbook Work
• Contextual Constraints and Possibilities of Conciliatory Textbook Work
• Conclusion
• References
• Confronting History and Reconciliation: A Review of Civil Society's Approaches to Transforming Conflict Narratives
• Review Method
• Overview of Confronting History Projects
• Practitioners' Theories of Bringing Peace Through Confronting History
• Raising Awareness and Increasing Understanding of History
• Adopting Historical Thinking and Multiperspectivity
• Engaging Plural Narratives of History
• Creating Shared Narratives of the Past
• Healing and Overcoming Trauma
• Conclusion
• References
• Social Representations of the Past in Post-conflict Societies: Adherence to Official Historical Narratives and Distrust Through Heightened Threats
• Introduction
• Representations Based on Belief vs Representations Based on Knowledge
• The Social Psychological Contribution
• The Present Study
• Methods
• Participants
• Procedure
• Measures
• Results
• Descriptive Statistics
• Discussion
• References
• Part II Social Psychological Perspectives of Perpetrators and Victims
• Power Struggles in the Remembering of Historical Intergroup Conflict: Hegemonic and Counter-Narratives About the Argentine "Conquest of the Desert"
• Introduction
• Laypeople's Narratives About the Common Past, Identity Construction, and Intergroup Relations
• Conflicting Narratives in Argentine Remembering of the "Conquest of the Desert"
• Constructing Group's Past in the Midst of Intergroup Conflict
• The Hegemonic Narrative Expressed in the Local Museum's Exhibits
• Counter-Narratives and Mapuche's Resistance.
• Conclusions
• References
• When History Teaching Turns into Parrhesia: The Case of Italian Colonial Crimes
• Introduction
• Michel Foucault on Parrhesia
• Parrhesia and Controversial Historical Issues in the Classroom
• Empirical Evidence of the Impact of Parrhesia
• Conclusion
• References
• How to Teach about the Holocaust? Psychological Obstacles in Historical Education in Poland and Germany
• Failures of Holocaust Education: The German Case
• Failures of Holocaust Education: The Polish Case
• Psychological Obstacles: Historical Defensiveness and Aversive Emotions
• Proposal 1. Regret Instead of Guilt. Empathic Education
• Proposal 2: Employing Moral Exemplars
• Proposal 3: Working with Local Identities Instead of National Ones
• Summary
• References
• Part III Textbook and Teacher Perspectives in Post-transition and Post-conflict Societies
• History Teaching as 'Propaganda'? Teachers' Communication Styles in Post-Transition Societies
• The Politics of History Teaching
• Communication Spaces in History Teaching
• Teacher's Action Space
• Communication Styles as Social Representations
• History Classroom as Communicative Space
• Historical Contexts: Social Memory and Teaching of History in Estonia and Latvia
• Between 'Propaganda' and 'Dissemination'-Discursive Representations of History Teaching
• The 'Public' Level: How Teachers Represent What Is Expected, Appropriate and Possible
• The 'Individual' Level: How Intended 'Dissemination' May Turn into 'Propaganda'
• The Essential Question-What to Disseminate
• Conclusion: Dilemmata of 'Enlightened' Teaching
• References
• A Clash of Communication? Intervening in Textbook Writing and Curriculum Development in Bosnia and Herzegovina After the War of 1992-1995
• Changing Patterns of International Textbook Revision.
• The Need for Symmetry: Seeking Balance and Recognition
• Bosnia and Herzegovina: From Political Negotiations to an Expert Dialogue
• External Intervention versus Internal Empowerment
• Flexible International Strategies of Change Versus the Perseverance of Disciplinary Local Knowledge
• On the Way to a "Narrative Transformation"?
• References
• Textbook Narratives and Patriotism in Belarus
• Historiography and Patriotism
• The Context of Belarusian Historiography
• Perestroika and the New Patriotism Model
• Re-Sovietization of History and Identity Politics
• Politics of History and Identity Under Political Censorship
• Social Consequences of Politics of History Textbooks in Belarus
• References
• Part IV Pedagogical Approaches to History Teaching and Reconciliation
• The Official, The Empathetic and The Critical: Three Approaches to History Teaching and Reconciliation in Israel
• Narratives, Curriculum and Reconciliation
• History Teaching and Intergroup Attitudes in the Israeli Context
• The Curricular Pendulum and Competing Teaching Approaches
• Comparing the Effects of Competing Curricula of Conflict
• Rejection, Interest and Responsibility: Effects of History Teaching on Intergroup Attitudes
• Official Rejection and Empathetic Interest: Effects on Interest in the Other's Perspective
• Accepting Responsibility and Curbing Bias? History Teaching Effects on Perception of In-Group Responsibility
• How We Learn and How We Talk: Effects on Intergroup Interaction
• Discussion
• References
• History Teaching to Promote Positive Community Relations in Northern Ireland: Tensions Between Pedagogy, Social Psychological Theory and Professional Practice in Two Recent Projects
• Introduction
• History Teaching and Community Relations
• Social Psychology, Social Cognition and History Teaching.
• Facing Our History, Shaping the Future and Teaching Divided Histories: A Critical Analysis
• Conclusion
• References
• Formal and Non-formal Reform Efforts of History Teaching in Cyprus: Openings and Closures for Dangerous Memories and Reconciliation Pedagogies
• Dangerous Memories and Conflict Transformation
• History Teaching in Cyprus: Educational Reforms at the Formal Level
• Greek Cypriot Educational System
• Turkish Cypriot Educational System
• Efforts at the Non-formal Level: The Role of Civil Society Organizations in History Teaching
• Conclusions and Implications
• References
• The Teaching of Recent and Violent Conflicts as Challenges for History Education
• The Need of an Interdisciplinary Approach to Study Historical Representations
• History Education as an Evolving Field
• How to Improve the Teaching of Recent, Conflicting and Violent Past?
• National Master Narratives and Concepts as an Obstacle for History Education
• Concluding Thoughts. The Role of Both History Education and Social Psychology in Conflict Transformation
• References
• Index.