History Education and Post-Conflict Reconciliation

Reconsidering Joint Textbook Projects

Nonfiction, History, Eastern Europe, Social & Cultural Studies, Political Science
Cover of the book History Education and Post-Conflict Reconciliation by , Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781135100322
Publisher: Taylor and Francis Publication: April 2, 2013
Imprint: Routledge Language: English
Author:
ISBN: 9781135100322
Publisher: Taylor and Francis
Publication: April 2, 2013
Imprint: Routledge
Language: English

This book analyses the role of history education in conflict and post-conflict societies, describing common history textbook projects in Europe, the Balkans, the Caucasus, the Far East and the Middle East.

Ever since the emergence of the modern school system and the implementation of compulsory education, textbooks have been seen as privileged media. The knowledge they convey is relatively persistent and moreover highly selective: every textbook author must choose and omit, condense, structure, reduce, and generalize information. Within this context, history textbooks are often at the centre of interest. There are unquestionably significant differences regarding homogeneity or plurality of interpretations when concepts of history education are compared internationally.

This volume conducts a comparative analysis of common history projects in different countries and provides conceptual frameworks and methodological tools for enhancing the roles of these projects in the processes of conflict prevention and resolution. This book is timely, as issues of history education in conflict and post-conflict societies are becoming more popular with the increased realisation that unresolved disagreements about historical narratives can, and often do, lead to renewed conflict or even violence.

This book will be of interest to students of peace studies and conflict resolution, political science, history, sociology, anthropology, social psychology, and international relations in general.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This book analyses the role of history education in conflict and post-conflict societies, describing common history textbook projects in Europe, the Balkans, the Caucasus, the Far East and the Middle East.

Ever since the emergence of the modern school system and the implementation of compulsory education, textbooks have been seen as privileged media. The knowledge they convey is relatively persistent and moreover highly selective: every textbook author must choose and omit, condense, structure, reduce, and generalize information. Within this context, history textbooks are often at the centre of interest. There are unquestionably significant differences regarding homogeneity or plurality of interpretations when concepts of history education are compared internationally.

This volume conducts a comparative analysis of common history projects in different countries and provides conceptual frameworks and methodological tools for enhancing the roles of these projects in the processes of conflict prevention and resolution. This book is timely, as issues of history education in conflict and post-conflict societies are becoming more popular with the increased realisation that unresolved disagreements about historical narratives can, and often do, lead to renewed conflict or even violence.

This book will be of interest to students of peace studies and conflict resolution, political science, history, sociology, anthropology, social psychology, and international relations in general.

More books from Taylor and Francis

Cover of the book Economic Organization, Capabilities and Coordination by
Cover of the book Actor Networks of Planning by
Cover of the book Manufacturing Citizenship by
Cover of the book Academic Bildung in Net-based Higher Education by
Cover of the book Backs Against the Wall by
Cover of the book Theatre of Animation by
Cover of the book Power/knowledge/pedagogy by
Cover of the book Health Through Faith and Community by
Cover of the book Applying Standards-Based Constructivism by
Cover of the book Man in Isolation and Confinement by
Cover of the book Human Frailties by
Cover of the book Who Benefits from Privatisation? by
Cover of the book Dinosaurs or Dynamos by
Cover of the book Peacekeeping and the International System by
Cover of the book Japan's Subnational Governments in International Affairs by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy