(Re)constructing memory : education, identity, and conflict / editied by Michelle J. Bellino (University of Michigan, Ann Arbor, Michigan, USA) and James H. Williams (The George Washington University, Washington, DC, USA).
Bellino, Michelle J., 1980- editor.; Williams, James H., 1952- editor.
2017
LB3045 .R434 2017
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Title (Re)constructing memory : education, identity, and conflict / editied by Michelle J. Bellino (University of Michigan, Ann Arbor, Michigan, USA) and James H. Williams (The George Washington University, Washington, DC, USA).
ISBN 9463008594
9789463008594
9463008586
9789463008587
9789463008600 (electronic book)
9463008608 (electronic book)
Published Rotterdam : Sense, [2017]
Copyright ©2017
Language English
Description 1 online resource (xi, 339 pages) : illustrations.
Call Number LB3045 .R434 2017
Dewey Decimal Classification 371.3/2
Summary 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.
Bibliography, etc. Note Includes bibliographical references and index.
Access Note Access limited to authorized users.
Source of Description Description based on print version record.
Added Author Bellino, Michelle J., 1980- editor.
Williams, James H., 1952- editor.
Series (Re)constructing memory: school textbooks, identity, and the pedagogies and politics of imagining commumity
Available in Other Form (Re)constructing memory.
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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.

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