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Table of Contents
Intro
Foreword
Contents
List of Figures
Introduction: Understanding and Overcoming Conflict
References
Peacebuilding and Reconciliation in the Twentieth Century
Between "Rapprochement" and "Reconciliation": The Lessons of Franco-German History in the Twentieth Century
1 The Post-Second World War Period: A Time for Rapprochement?
1.1 The First Initiatives for Rapprochement
1.2 When the Term "Reconciliation" was Still (Almost) Taboo
2 The Development of the Master Narrative of Reconciliation
2.1 The Political and Societal Rehabilitation of the Term "Reconciliation"
2.2 Facing the Past: The Prerequisite for Reconciliation
2.3 Self-Celebration of the Franco-German Reconciliation and European Transfers
3 Conclusion
References
A Prime Example for the Objectification of Textbook Representations? Failure and Success of the Franco-German Textbook Discussions in the Twentieth and Twenty-First Centuries
1 First Thesis
2 Second Thesis
3 Third Thesis
4 Fourth Thesis
5 Fifth Thesis
6 Conclusion and Outlook: History Teaching in France and Germany Today
2 Textbooks and Politics
3 The West in Textbook Narratives
3.1 Official Interpretation of the Ministry of Foreign Affairs
3.2 Other Interpretations
4 Conclusion
References
Was Austria the First Victim? Nazism in Austrian History Teaching
1 Conclusion and Outlook
References
Dual Historical Narratives: A Bottom-Up Approach to Teaching History in an Asymmetric Conflict-PRIME Experiences
1 Conciliation or Reconciliation
2 Prior to PRIME Projects
2.1 From Personal to Formal Relationships: The Idea was Born
2.2 Initiating Research on Palestinian and Israeli School Textbooks
3 About PRIME
4 Two Education Systems: Palestinian and Israeli
5 Recommendations for Textbooks
6 Dual Historical Narratives in History Teaching
6.1 A Bottom-up Approach for Peacebuilding in an Asymmetric Conflict Situation
6.2 The Dual Narratives Project
6.3 Textbook Development
7 Response
7.1 Reactions of Palestinian and Israeli Officials
7.2 International Reactions to the Book and the Process
7.3 Implementation in Classrooms: Reactions of Pupils and Their Parents
Foreword
Contents
List of Figures
Introduction: Understanding and Overcoming Conflict
References
Peacebuilding and Reconciliation in the Twentieth Century
Between "Rapprochement" and "Reconciliation": The Lessons of Franco-German History in the Twentieth Century
1 The Post-Second World War Period: A Time for Rapprochement?
1.1 The First Initiatives for Rapprochement
1.2 When the Term "Reconciliation" was Still (Almost) Taboo
2 The Development of the Master Narrative of Reconciliation
2.1 The Political and Societal Rehabilitation of the Term "Reconciliation"
2.2 Facing the Past: The Prerequisite for Reconciliation
2.3 Self-Celebration of the Franco-German Reconciliation and European Transfers
3 Conclusion
References
A Prime Example for the Objectification of Textbook Representations? Failure and Success of the Franco-German Textbook Discussions in the Twentieth and Twenty-First Centuries
1 First Thesis
2 Second Thesis
3 Third Thesis
4 Fourth Thesis
5 Fifth Thesis
6 Conclusion and Outlook: History Teaching in France and Germany Today
2 Textbooks and Politics
3 The West in Textbook Narratives
3.1 Official Interpretation of the Ministry of Foreign Affairs
3.2 Other Interpretations
4 Conclusion
References
Was Austria the First Victim? Nazism in Austrian History Teaching
1 Conclusion and Outlook
References
Dual Historical Narratives: A Bottom-Up Approach to Teaching History in an Asymmetric Conflict-PRIME Experiences
1 Conciliation or Reconciliation
2 Prior to PRIME Projects
2.1 From Personal to Formal Relationships: The Idea was Born
2.2 Initiating Research on Palestinian and Israeli School Textbooks
3 About PRIME
4 Two Education Systems: Palestinian and Israeli
5 Recommendations for Textbooks
6 Dual Historical Narratives in History Teaching
6.1 A Bottom-up Approach for Peacebuilding in an Asymmetric Conflict Situation
6.2 The Dual Narratives Project
6.3 Textbook Development
7 Response
7.1 Reactions of Palestinian and Israeli Officials
7.2 International Reactions to the Book and the Process
7.3 Implementation in Classrooms: Reactions of Pupils and Their Parents