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000779573 020__ $$a9789463008600$$q(electronic book)
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000779573 050_4 $$aLB3045$$b.R434 2017
000779573 08204 $$a371.3/2$$223
000779573 24500 $$a(Re)constructing memory :$$beducation, identity, and conflict /$$ceditied by Michelle J. Bellino (University of Michigan, Ann Arbor, Michigan, USA) and James H. Williams  (The George Washington University, Washington, DC, USA).
000779573 2463_ $$aReconstructing memory :$$beducation, identity, and conflict
000779573 264_1 $$aRotterdam :$$bSense,$$c[2017]
000779573 264_4 $$c©2017
000779573 300__ $$a1 online resource (xi, 339 pages) :$$billustrations.
000779573 336__ $$atext$$btxt$$2rdacontent
000779573 337__ $$acomputer$$bc$$2rdamedia
000779573 338__ $$aonline resource$$bcr$$2rdacarrier
000779573 4900_ $$a(Re)constructing memory: school textbooks, identity, and the pedagogies and politics of imagining commumity
000779573 504__ $$aIncludes bibliographical references and index.
000779573 5050_ $$aForeword to the Series: (Re)Constructing Memory: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community -- Acknowledgments -- Introduction -- Section 1: Nation-Building Projects in the Aftermath of Intimate Conflict -- What Framing Analysis Can Teach Us about History Textbooks, Peace, and Conflict: The Case of Rwanda -- Ideologies Inside Textbooks: Vietnamization and Re-Khmerization of Political Education in Cambodia during the 1980s -- Construction(s) of the Nation in Egyptian Textbooks: Towards an Understanding of Societal Conflict -- Section 2: Colonialism, Imperialism, and Their Enduring Conflict Legacies -- Creating a Nation without a Past: Secondary-School Curricula and the Teaching of National History in Uganda -- From “Civilizing Force” to “Source of Backwardness”: Spanish Colonialism in Latin American School Textbooks -- The Crusades in English History Textbooks 1799-2002: Some Criteria for Textbook Improvement and Representations of Conflict -- History Education, Domestic Narratives, and China's International Behavior -- Section 3: Interaction and Integration in Divided Societies -- Addressing Conflict and Tolerance through the Curriculum -- Learning to Think Historically through a Conflict-Based Biethnic Collaborative Learning Environment -- Section 4: The Democratic Role of Schools as Mediating Institutions in Society -- Living with Ghosts, Living Otherwise: Pedagogies of Haunting in Post-Genocide Cambodia -- When War Enters the Classroom: An Ethnographic Study of Social Relationships Among School Community Members on the Colombian/Ecuadorian Border -- From Truth to Textbook: The Peruvian Truth and Reconciliation Commission, Educational Resources, and the Challenges of Teaching about Recent Conflict -- Nation, Supranational Communities, and the Globe: Unifying and Dividing Concepts of Collective Identities in History Textbooks -- Index.
000779573 506__ $$aAccess limited to authorized users.
000779573 520__ $$aHow do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls? What kinds of curricular representations of conflict contribute to the construction of national identity, and what kinds of encounters challenge presumed boundaries between us and them? Through contemporary and historical case studies—drawn from Cambodia, Egypt, Northern Ireland, Peru, and Rwanda, among others—this collection explores how societies experiencing armed conflict and its aftermath imagine education as a space for forging collective identity, peace and stability, and national citizenship. In some contexts, the erasure of conflict and the homogenization of difference are central to shaping national identities and attitudes. In other cases, collective memory of conflict functions as a central organizing frame through which citizenship and national identity are (re)constructed, with embedded messages about who belongs and how social belonging is achieved. The essays in this volume illuminate varied and complex inter-relationships between education, conflict, and national identity, while accounting for ways in which policymakers, teachers, youth, and community members replicate, resist, and transform conflict through everyday interactions in educational spaces.
000779573 588__ $$aDescription based on print  version record.
000779573 650_0 $$aCollective memory$$xStudy and teaching.
000779573 650_0 $$aIdentity politics$$xStudy and teaching.
000779573 650_0 $$aHistory$$vTextbooks.
000779573 650_0 $$aHistory$$xStudy and teaching.
000779573 650_0 $$aNationalism$$xStudy and teaching.
000779573 650_0 $$aCurriculum planning.
000779573 7001_ $$aBellino, Michelle J.,$$d1980-$$eeditor.
000779573 7001_ $$aWilliams, James H.,$$d1952-$$eeditor.
000779573 77608 $$iPrint version:$$t(Re)constructing memory.$$dRotterdam : Sense, [2017]$$z9463008594$$w(OCoLC)968182925
000779573 852__ $$bebk
000779573 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-94-6300-860-0$$zOnline Access$$91397441.1
000779573 909CO $$ooai:library.usi.edu:779573$$pGLOBAL_SET
000779573 980__ $$aEBOOK
000779573 980__ $$aBIB
000779573 982__ $$aEbook
000779573 983__ $$aOnline
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