Teaching Contested Narratives

Identity, Memory and Reconciliation in Peace Education and Beyond

Nonfiction, Reference & Language, Reference, Education & Teaching, Health & Well Being, Psychology
Cover of the book Teaching Contested Narratives by Zvi Bekerman, Michalinos Zembylas, Cambridge University Press
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Author: Zvi Bekerman, Michalinos Zembylas ISBN: 9781139179447
Publisher: Cambridge University Press Publication: December 1, 2011
Imprint: Cambridge University Press Language: English
Author: Zvi Bekerman, Michalinos Zembylas
ISBN: 9781139179447
Publisher: Cambridge University Press
Publication: December 1, 2011
Imprint: Cambridge University Press
Language: English

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.

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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.

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