Reparative remembering for just futures

History education, multiple perspectives and responsibility

Bibliographic Data

ID9843577
AuthorsPeter Manning (0000-0003-1971-2297, University of Bath, corresponding author), Julia Paulson (0000-0001-8010-4659, University of Bristol), Duong Keo (0000-0003-3829-9194, Royal University of Phnom Penh)
Year2024
Volume155
Pages103279
Publication date2024-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFutures (JOURNAL)
Journal identifiersISSN: 0016-3287 • E-ISSN: 1873-6378
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.futures.2023.103279
OpenAlexW4388366423
LanguageEN
Citations received6
References cited29

The growing literature around reparative futures in education agrees on the importance of multiple and inclusive narratives for learning about the past. Indeed, it is recognised that multiplicity has to be part of a reparative account of history given the harms caused by single, exclusionary and hegemonic historical narratives. However, there is limited literature, pedagogical guidance or accounts of how multiple perspectives approaches apprehend competing narratives of the past specifically on questions of responsibility. Drawing on experiences in Cambodia and the UK – where violent and colonial pasts (and presents) are poorly apprehended in the formal school system – this paper reflects on the place and absence of histories of responsibility within history education. We do so in order to explore the potential role such histories can play in securing more just and inclusive presents and futures. We explore the relevance of multiple perspectives pedagogies for futures research and ask questions around how multiple perspectives can interact, including whether they are treated equally, decontextualised, relativised, or can be weighted ethically towards narratives that are seen to be more ‘true’ or more in service of reparative goals. We identify limitations in multiple perspectives approaches around questions of ‘balance’ and representation before reflecting on lessons from theorists engaged in postcolonial and decolonial thinking to parse the ethical and political opportunities afforded through concepts that redefine responsibility around implication, shared future responsibility, and mutual interdependence

Duty · Environmental ethics · Epistemology · Futures contract · Hegemony · Literature · Moral responsibility · Narrative · Political science · Politics · Public relations · Sociology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Law · Peace and Human Rights Education

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