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

This book is open access under a CC BY 4.0 license. 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. Read more... Abstract: This book is open access under a CC BY 4.0 license. 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 Front Matter ....Pages i-xx Conflict Transformation and History Teaching: Social Psychological Theory and Its Contributions (Charis Psaltis, Mario Carretero, Sabina Čehajić-Clancy)....Pages 1-34 Front Matter ....Pages 35-35 History Textbook Writing in Post-conflict Societies: From Battlefield to Site and Means of Conflict Transformation (Denise Bentrovato)....Pages 37-76 Confronting History and Reconciliation: A Review of Civil Society’s Approaches to Transforming Conflict Narratives (Rezarta Bilali, Rima Mahmoud)....Pages 77-96 Social Representations of the Past in Post-conflict Societies: Adherence to Official Historical Narratives and Distrust Through Heightened Threats (Charis Psaltis, Renata Franc, Anouk Smeekes, Maria Ioannou, Iris Žeželj)....Pages 97-122 Front Matter ....Pages 123-123 Power Struggles in the Remembering of Historical Intergroup Conflict: Hegemonic and Counter-Narratives About the Argentine “Conquest of the Desert” (Alicia Barreiro, Cecilia Wainryb, Mario Carretero)....Pages 125-145 When History Teaching Turns into Parrhesia: The Case of Italian Colonial Crimes (Giovanna Leone)....Pages 147-167 How to Teach about the Holocaust? Psychological Obstacles in Historical Education in Poland and Germany (Michal Bilewicz, Marta Witkowska, Silviana Stubig, Marta Beneda, Roland Imhoff)....Pages 169-197 Front Matter ....Pages 199-199 History Teaching as ‘Propaganda’? Teachers’ Communication Styles in Post-Transition Societies (Katrin Kello, Wolfgang Wagner)....Pages 201-230 A Clash of Communication? Intervening in Textbook Writing and Curriculum Development in Bosnia and Herzegovina After the War of 1992–1995 (Falk Pingel)....Pages 231-255 Textbook Narratives and Patriotism in Belarus (Anna Zadora)....Pages 257-273 Front Matter ....Pages 275-275 The Official, The Empathetic and The Critical: Three Approaches to History Teaching and Reconciliation in Israel (Tsafrir Goldberg)....Pages 277-299 History Teaching to Promote Positive Community Relations in Northern Ireland: Tensions Between Pedagogy, Social Psychological Theory and Professional Practice in Two Recent Projects (Alan McCully, Jacqueline Reilly)....Pages 301-320 Formal and Non-formal Reform Efforts of History Teaching in Cyprus: Openings and Closures for Dangerous Memories and Reconciliation Pedagogies (Michalinos Zembylas, Hakan Karahasan)....Pages 321-339 The Teaching of Recent and Violent Conflicts as Challenges for History Education (Mario Carretero)....Pages 341-377 Back Matter ....Pages 379-384

civil society organisations; textbook studies; history textbooks; textbook writing; post-conflict societies; perpetrators; victims