Teaching and learning the most recent history in divided societies emerging from conflict

A review of the literature through the lens of social justice

Dados Bibliográficos

ID16831746
AutoresMerethe Skårås (0000-0002-6407-8515, MF Norwegian School of Theology, Religion and Society, autor correspondente)
Ano2021
Volume18
Fascículo3
Páginas282-308
Data de publicação2021-09-02
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Peace Education (JOURNAL)
Identificadores do periódicoISSN: 1740-0201 • E-ISSN: 1740-021X
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/17400201.2021.1965971
OpenAlexW3197024164
IdiomaEN
Citações recebidas7
Referências citadas53

In recent years, a number of nation states have signed peace protocols and entered processes of peace and reconciliation. This has led to an increasing pool of literature on history education in these divided and diverse societies emerging from violent conflict. This article provides a review of the latest developments in this field which focuses on the often counterproductive objectives of developing critical thinking skills in students while simultaneously promoting patriotism and a vision of a nation. Through a theoretical lens centering on politics of recognition, redistribution, and representation, I analyze research literature that focuses on the teaching and learning of recent history and how the subject of history might facilitate social justice for all. Findings from this review show that the affective dimension of the curriculum and the vision of the nation in these contexts promote single narratives of the past and therefore cultivate an identity model of recognition which encourages separatism and intolerance

Aesthetics · Criminology · Curriculum · Narrative · Patriotism · Pedagogy · Political science · Politics · Social science · Sociology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Law · Peace and Human Rights Education