Kooperativer Bibliotheksverbund

UID:

Format: XII, 340 p. , online resource.

ISBN: 9789463008600

Content: How do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls? What kinds of curricular representations of conflict contribute to the construction of national identity, and what kinds of encounters challenge presumed boundaries between us and them? Through contemporary and historical case studies—drawn from Cambodia, Egypt, Northern Ireland, Peru, and Rwanda, among others—this collection explores how societies experiencing armed conflict and its aftermath imagine education as a space for forging collective identity, peace and stability, and national citizenship. In some contexts, the erasure of conflict and the homogenization of difference are central to shaping national identities and attitudes. In other cases, collective memory of conflict functions as a central organizing frame through which citizenship and national identity are (re)constructed, with embedded messages about who belongs and how social belonging is achieved. The essays in this volume illuminate varied and complex inter-relationships between education, conflict, and national identity, while accounting for ways in which policymakers, teachers, youth, and community members replicate, resist, and transform conflict through everyday interactions in educational spaces.

Note: Foreword to the Series: (Re)Constructing Memory: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community -- Acknowledgments -- Introduction -- Section 1: Nation-Building Projects in the Aftermath of Intimate Conflict -- What Framing Analysis Can Teach Us about History Textbooks, Peace, and Conflict: The Case of Rwanda -- Ideologies Inside Textbooks: Vietnamization and Re-Khmerization of Political Education in Cambodia during the 1980s -- Construction(s) of the Nation in Egyptian Textbooks: Towards an Understanding of Societal Conflict -- Section 2: Colonialism, Imperialism, and Their Enduring Conflict Legacies -- Creating a Nation without a Past: Secondary-School Curricula and the Teaching of National History in Uganda -- From “Civilizing Force” to “Source of Backwardness”: Spanish Colonialism in Latin American School Textbooks -- The Crusades in English History Textbooks 1799–2002: Some Criteria for Textbook Improvement and Representations of Conflict -- History Education, Domestic Narratives, and China’s International Behavior -- Section 3: Interaction and Integration in Divided Societies -- Addressing Conflict and Tolerance through the Curriculum -- Learning to Think Historically through a Conflict-Based Biethnic Collaborative Learning Environment -- Section 4: The Democratic Role of Schools as Mediating Institutions in Society -- Living with Ghosts, Living Otherwise: Pedagogies of Haunting in Post-Genocide Cambodia -- When War Enters the Classroom: An Ethnographic Study of Social Relationships Among School Community Members on the Colombian–Ecuadorian Border -- From Truth to Textbook: The Peruvian Truth and Reconciliation Commission, Educational Resources, and the Challenges of Teaching about Recent Conflict -- Nation, Supranational Communities, and the Globe: Unifying and Dividing Concepts of Collective Identities in History Textbooks -- Index.

In: Springer eBooks

Language: English

Subjects: History

DOI: 10.1007/978-94-6300-860-0

URL: http://dx.doi.org/10.1007/978-94-6300-860-0

URL: Volltext

UID:

Format: 1 online resource : , 1 table

ISBN: 9780813588025

Series Statement: Rutgers Series in Childhood Studies

Content: In the aftermath of armed conflict, how do new generations of young people learn about peace, justice, and democracy? Michelle J. Bellino describes how, following Guatemala’s civil war, adolescents at four schools in urban and rural communities learn about their country’s history of authoritarianism and develop civic identities within a fragile postwar democracy. Through rich ethnographic accounts, Youth in Postwar Guatemala, traces youth experiences in schools, homes, and communities, to examine how knowledge and attitudes toward historical injustice traverse public and private spaces, as well as generations. Bellino documents the ways that young people critically examine injustice while shaping an evolving sense of themselves as civic actors. In a country still marked by the legacies of war and division, young people navigate between the perilous work of critiquing the flawed democracy they inherited, and safely waiting for the one they were promised...

Note: Frontmatter -- , Contents -- , 1. Citizen, Interrupted -- , 2. Education and Conflict in Guatemala -- , 3. International Academy: The No-Blame Generation and the Post-Postwar -- , 4. Paulo Freire Institute: The All-or- Nothing Generation and the Spiral of the Ongoing Past -- , 5. Sun and Moon: The No-Future Generation and the Struggle to Escape -- , 6. Tzolok Ochoch: The Lucha Generation and the Struggle to Overcome -- , 7. What Stands in the Way -- , 8. The Hopes and Risks of Waiting -- , Afterword -- , Acknowledgments -- , Notes -- , References -- , Index , In English.

Language: English

DOI: 10.36019/9780813588025

URL: https://www.degruyter.com/isbn/9780813588025

URL: Volltext  (lizenzpflichtig)

UID:

Format: 1 online resource (XII, 340 p.)

Edition: 1st ed. 2017.

ISBN: 94-6300-860-8

Content: How do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls? What kinds of curricular representations of conflict contribute to the construction of national identity, and what kinds of encounters challenge presumed boundaries between us and them? Through contemporary and historical case studies—drawn from Cambodia, Egypt, Northern Ireland, Peru, and Rwanda, among others—this collection explores how societies experiencing armed conflict and its aftermath imagine education as a space for forging collective identity, peace and stability, and national citizenship. In some contexts, the erasure of conflict and the homogenization of difference are central to shaping national identities and attitudes. In other cases, collective memory of conflict functions as a central organizing frame through which citizenship and national identity are (re)constructed, with embedded messages about who belongs and how social belonging is achieved. The essays in this volume illuminate varied and complex inter-relationships between education, conflict, and national identity, while accounting for ways in which policymakers, teachers, youth, and community members replicate, resist, and transform conflict through everyday interactions in educational spaces.

Note: Foreword to the Series: (Re)Constructing Memory: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community -- Acknowledgments -- Introduction -- Section 1: Nation-Building Projects in the Aftermath of Intimate Conflict -- What Framing Analysis Can Teach Us about History Textbooks, Peace, and Conflict: The Case of Rwanda -- Ideologies Inside Textbooks: Vietnamization and Re-Khmerization of Political Education in Cambodia during the 1980s -- Construction(s) of the Nation in Egyptian Textbooks: Towards an Understanding of Societal Conflict -- Section 2: Colonialism, Imperialism, and Their Enduring Conflict Legacies -- Creating a Nation without a Past: Secondary-School Curricula and the Teaching of National History in Uganda -- From “Civilizing Force” to “Source of Backwardness”: Spanish Colonialism in Latin American School Textbooks -- The Crusades in English History Textbooks 1799–2002: Some Criteria for Textbook Improvement and Representations of Conflict -- History Education, Domestic Narratives, and China’s International Behavior -- Section 3: Interaction and Integration in Divided Societies -- Addressing Conflict and Tolerance through the Curriculum -- Learning to Think Historically through a Conflict-Based Biethnic Collaborative Learning Environment -- Section 4: The Democratic Role of Schools as Mediating Institutions in Society -- Living with Ghosts, Living Otherwise: Pedagogies of Haunting in Post-Genocide Cambodia -- When War Enters the Classroom: An Ethnographic Study of Social Relationships Among School Community Members on the Colombian–Ecuadorian Border -- From Truth to Textbook: The Peruvian Truth and Reconciliation Commission, Educational Resources, and the Challenges of Teaching about Recent Conflict -- Nation, Supranational Communities, and the Globe: Unifying and Dividing Concepts of Collective Identities in History Textbooks -- Index.

Additional Edition: ISBN 94-6300-859-4

Additional Edition: ISBN 94-6300-858-6

Language: English

DOI: 10.1007/978-94-6300-860-0

UID:

Format: Online-Ressource (314 S.) , Ill. , 155 x 232 mm

Edition: 1. Aufl.

ISBN: 9783847106081 (print)

Series Statement: Eckert. Die Schriftenreihe. Band 141

Content: ***Angaben zur beteiligten Person Bentrovato: Denise Bentrovato is a postdoctoral research fellow at the University of Pretoria and an associated researcher at the Georg Eckert Institute.

Content: ***Angaben zur beteiligten Person Korostelina: Prof Karina V. Korostelina is Director of the Program on History Memory and Conflict at George Mason University.

Content: ***Angaben zur beteiligten Person Schulze: Martina Schulze is academic program coordinator at the Georg Eckert Institute for International Textbook Research.

Content: The volume provides critical insights into approaches adopted by curricula, textbooks and teachers around the world when teaching about the past in the wake of civil war and mass violence, discerning some of the key challenges and opportunities involved in such endeavors. The contributors discuss ways in which history teaching has acted as a political tool that has, at times, been guilty of exacerbating inter-group conflicts. It also highlights history teaching as an important component of reconciliation attempts, showcasing examples of curricular reform and textbook revision after conflict, and discussing how the contestations and difficulties surrounding such processes were addressed in different post-conflict societies.

Additional Edition: ISBN 9783737006088

Language: English

DOI: 10.14220//9783737006088

URL: http://dx.doi.org/10.14220//9783737006088

URL: http://dx.doi.org/10.14220//9783737006088

URL: http://dx.doi.org/10.14220//9783737006088

UID:

Format: 1 online resource.

ISBN: 9789463008600

Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001

Content: How do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls? What kinds of curricular representations of conflict contribute to the construction of national identity, and what kinds of encounters challenge presumed boundaries between us and them ? Through contemporary and historical case studies-drawn from Cambodia, Egypt, Northern Ireland, Peru, and Rwanda, among others-this collection explores how societies experiencing armed conflict and its aftermath imagine education as a space for forging collective identity, peace and stability, and national citizenship. In some contexts, the erasure of conflict and the homogenization of difference are central to shaping national identities and attitudes. In other cases, collective memory of conflict functions as a central organizing frame through which citizenship and national identity are (re)constructed, with embedded messages about who belongs and how social belonging is achieved. The essays in this volume illuminate varied and complex inter-relationships between education, conflict, and national identity, while accounting for ways in which policymakers, teachers, youth, and community members replicate, resist, and transform conflict through everyday interactions in educational spaces.

Note: Preliminary Material / , Introduction / , What Framing Analysis Can Teach Us about History Textbooks, Peace, and Conflict / , Ideologies Inside Textbooks / , Construction(s) of the Nation in Egyptian Textbooks / , Creating a Nation without a Past / , From "Civilizing Force" to "Source of Backwardness" / , The Crusades in English History Textbooks 1799-2002 / , History Education, Domestic Narratives, and China's International Behavior / , Addressing Conflict and Tolerance through the Curriculum / , Learning to Think Historically through a Conflict-Based Biethnic Collaborative Learning Environment / , Living with Ghosts, Living Otherwise / , When War Enters the Classroom / , From Truth to Textbook / , Nation, Supranational Communities, and the Globe / , Index /

Additional Edition: Print version: (Re)Constructing Memory: Education, Identity, and Conflict Leiden, Boston : Brill | Sense, 2017, ISBN 9789463008594

Language: English

URL: DOI:

URL: DOI

URL: DOI

UID:

Format: 1 online resource : , 1 table

ISBN: 9780813588025

Series Statement: Rutgers Series in Childhood Studies

Content: In the aftermath of armed conflict, how do new generations of young people learn about peace, justice, and democracy? Michelle J. Bellino describes how, following Guatemala’s civil war, adolescents at four schools in urban and rural communities learn about their country’s history of authoritarianism and develop civic identities within a fragile postwar democracy. Through rich ethnographic accounts, Youth in Postwar Guatemala, traces youth experiences in schools, homes, and communities, to examine how knowledge and attitudes toward historical injustice traverse public and private spaces, as well as generations. Bellino documents the ways that young people critically examine injustice while shaping an evolving sense of themselves as civic actors. In a country still marked by the legacies of war and division, young people navigate between the perilous work of critiquing the flawed democracy they inherited, and safely waiting for the one they were promised...

Note: Frontmatter -- , Contents -- , 1. Citizen, Interrupted -- , 2. Education and Conflict in Guatemala -- , 3. International Academy: The No-Blame Generation and the Post-Postwar -- , 4. Paulo Freire Institute: The All-or- Nothing Generation and the Spiral of the Ongoing Past -- , 5. Sun and Moon: The No-Future Generation and the Struggle to Escape -- , 6. Tzolok Ochoch: The Lucha Generation and the Struggle to Overcome -- , 7. What Stands in the Way -- , 8. The Hopes and Risks of Waiting -- , Afterword -- , Acknowledgments -- , Notes -- , References -- , Index , In English.

Language: English

DOI: 10.36019/9780813588025

URL: https://www.degruyter.com/isbn/9780813588025

UID:

Format: 1 online resource (pages cm.)

ISBN: 0-8135-8801-4

Series Statement: Rutgers Series in Childhood Studies

Content: In the aftermath of armed conflict, how do new generations of young people learn about peace, justice, and democracy? Michelle J. Bellino describes how, following Guatemala's civil war, adolescents at four schools in urban and rural communities learn about their country's history of authoritarianism and develop civic identities within a fragile postwar democracy. Through rich ethnographic accounts, Youth in Postwar Guatemala, traces youth experiences in schools, homes, and communities, to examine how knowledge and attitudes toward historical injustice traverse public and private spaces, as well as generations. Bellino documents the ways that young people critically examine injustice while shaping an evolving sense of themselves as civic actors. In a country still marked by the legacies of war and division, young people navigate between the perilous work of critiquing the flawed democracy they inherited, and safely waiting for the one they were promised...

Note: Frontmatter -- , Contents -- , 1. Citizen, Interrupted -- , 2. Education and Conflict in Guatemala -- , 3. International Academy: The No-Blame Generation and the Post-Postwar -- , 4. Paulo Freire Institute: The All-or- Nothing Generation and the Spiral of the Ongoing Past -- , 5. Sun and Moon: The No-Future Generation and the Struggle to Escape -- , 6. Tzolok Ochoch: The Lucha Generation and the Struggle to Overcome -- , 7. What Stands in the Way -- , 8. The Hopes and Risks of Waiting -- , Afterword -- , Acknowledgments -- , Notes -- , References -- , Index , In English.

Additional Edition: ISBN 0-8135-8800-6

Additional Edition: ISBN 0-8135-8802-2

Language: English

DOI: 10.36019/9780813588025