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|a Psaltis, Charis.
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|a History Education and Conflict Transformation :
|b Social Psychological Theories, History Teaching and Reconciliation.
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|a 1st ed.
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|a Cham :
|b Springer International Publishing AG,
|c 2017.
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|c ©2017.
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|a 1 online resource (389 pages)
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|a text
|b txt
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|a online resource
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|a Intro -- Preface and Acknowledgements -- Contents -- About the Editors -- List of Figures -- List of Tables -- Conflict Transformation and History Teaching: Social Psychological Theory and Its Contributions -- Conflict Transformation, Conflict Resolution and Reconciliation: The Social Psychological Perspective -- Representations of the Past, History Teaching Approaches and Reconciliation -- Tensions and Dilemmas Arising from Asymmetrical Post-conflict Contexts for History Teaching -- From the Disciplinary to the Interdisciplinary Approach in History Teaching: From Representations of the Past Based on Belief to Representations Based on Knowledge -- The Major Challenge: Facilitating Conflict Transformation Through Interdisciplinary Research and Dialogue -- Part I: Global and Regional Perspectives on Textbook Writing, Civil Society Organizations and Social Representations -- Part II: Social Psychological Perspectives of Perpetrators and Victims -- Part III: Textbook and Teacher Perspectives in Post-transition and Post-conflict Societies -- Part IV: Pedagogical Approaches to History Teaching and Reconciliation -- References -- Part I Global and Regional Perspectives on Textbook Writing, Civil Society Organizations and Social Representations -- History Textbook Writing in Post-conflict Societies: From Battlefield to Site and Means of Conflict Transformation -- The Janus-Face of History Textbooks in Conflict and Peace -- Short- and Medium-Term Textbook Revision: Narrative Silence, Evasion and Elision -- History Textbooks and Post-war Moratoria -- "Emergency Textbooks" and the Removal of Objectionable Content -- Longer-Term Models of Post-conflict Textbook Work: Single- and Multinarrative Approaches -- The Elusive Value of the Single-Narrative Approach: Consensus or Hegemonic History?.
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|a The Promises of a Multinarrative and Multiperspective Approach: Narrative Plurality and Diversity -- Beyond Content: The Transformative "Performative Dimension" of Post-conflict Textbook Work -- Actors and Interactions in Post-conflict Textbook Work -- Contextual Constraints and Possibilities of Conciliatory Textbook Work -- Conclusion -- References -- Confronting History and Reconciliation: A Review of Civil Society's Approaches to Transforming Conflict Narratives -- Review Method -- Overview of Confronting History Projects -- Practitioners' Theories of Bringing Peace Through Confronting History -- Raising Awareness and Increasing Understanding of History -- Adopting Historical Thinking and Multiperspectivity -- Engaging Plural Narratives of History -- Creating Shared Narratives of the Past -- Healing and Overcoming Trauma -- Conclusion -- References -- Social Representations of the Past in Post-conflict Societies: Adherence to Official Historical Narratives and Distrust Through Heightened Threats -- Introduction -- Representations Based on Belief vs Representations Based on Knowledge -- The Social Psychological Contribution -- The Present Study -- Methods -- Participants -- Procedure -- Measures -- Results -- Descriptive Statistics -- Discussion -- References -- Part II Social Psychological Perspectives of Perpetrators and Victims -- Power Struggles in the Remembering of Historical Intergroup Conflict: Hegemonic and Counter-Narratives About the Argentine "Conquest of the Desert" -- Introduction -- Laypeople's Narratives About the Common Past, Identity Construction, and Intergroup Relations -- Conflicting Narratives in Argentine Remembering of the "Conquest of the Desert" -- Constructing Group's Past in the Midst of Intergroup Conflict -- The Hegemonic Narrative Expressed in the Local Museum's Exhibits -- Counter-Narratives and Mapuche's Resistance.
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|a Conclusions -- References -- When History Teaching Turns into Parrhesia: The Case of Italian Colonial Crimes -- Introduction -- Michel Foucault on Parrhesia -- Parrhesia and Controversial Historical Issues in the Classroom -- Empirical Evidence of the Impact of Parrhesia -- Conclusion -- References -- How to Teach about the Holocaust? Psychological Obstacles in Historical Education in Poland and Germany -- Failures of Holocaust Education: The German Case -- Failures of Holocaust Education: The Polish Case -- Psychological Obstacles: Historical Defensiveness and Aversive Emotions -- Proposal 1. Regret Instead of Guilt. Empathic Education -- Proposal 2: Employing Moral Exemplars -- Proposal 3: Working with Local Identities Instead of National Ones -- Summary -- References -- Part III Textbook and Teacher Perspectives in Post-transition and Post-conflict Societies -- History Teaching as 'Propaganda'? Teachers' Communication Styles in Post-Transition Societies -- The Politics of History Teaching -- Communication Spaces in History Teaching -- Teacher's Action Space -- Communication Styles as Social Representations -- History Classroom as Communicative Space -- Historical Contexts: Social Memory and Teaching of History in Estonia and Latvia -- Between 'Propaganda' and 'Dissemination'-Discursive Representations of History Teaching -- The 'Public' Level: How Teachers Represent What Is Expected, Appropriate and Possible -- The 'Individual' Level: How Intended 'Dissemination' May Turn into 'Propaganda' -- The Essential Question-What to Disseminate -- Conclusion: Dilemmata of 'Enlightened' Teaching -- References -- A Clash of Communication? Intervening in Textbook Writing and Curriculum Development in Bosnia and Herzegovina After the War of 1992-1995 -- Changing Patterns of International Textbook Revision.
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|a The Need for Symmetry: Seeking Balance and Recognition -- Bosnia and Herzegovina: From Political Negotiations to an Expert Dialogue -- External Intervention versus Internal Empowerment -- Flexible International Strategies of Change Versus the Perseverance of Disciplinary Local Knowledge -- On the Way to a "Narrative Transformation"? -- References -- Textbook Narratives and Patriotism in Belarus -- Historiography and Patriotism -- The Context of Belarusian Historiography -- Perestroika and the New Patriotism Model -- Re-Sovietization of History and Identity Politics -- Politics of History and Identity Under Political Censorship -- Social Consequences of Politics of History Textbooks in Belarus -- References -- Part IV Pedagogical Approaches to History Teaching and Reconciliation -- The Official, The Empathetic and The Critical: Three Approaches to History Teaching and Reconciliation in Israel -- Narratives, Curriculum and Reconciliation -- History Teaching and Intergroup Attitudes in the Israeli Context -- The Curricular Pendulum and Competing Teaching Approaches -- Comparing the Effects of Competing Curricula of Conflict -- Rejection, Interest and Responsibility: Effects of History Teaching on Intergroup Attitudes -- Official Rejection and Empathetic Interest: Effects on Interest in the Other's Perspective -- Accepting Responsibility and Curbing Bias? History Teaching Effects on Perception of In-Group Responsibility -- How We Learn and How We Talk: Effects on Intergroup Interaction -- Discussion -- References -- History Teaching to Promote Positive Community Relations in Northern Ireland: Tensions Between Pedagogy, Social Psychological Theory and Professional Practice in Two Recent Projects -- Introduction -- History Teaching and Community Relations -- Social Psychology, Social Cognition and History Teaching.
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|a Facing Our History, Shaping the Future and Teaching Divided Histories: A Critical Analysis -- Conclusion -- References -- Formal and Non-formal Reform Efforts of History Teaching in Cyprus: Openings and Closures for Dangerous Memories and Reconciliation Pedagogies -- Dangerous Memories and Conflict Transformation -- History Teaching in Cyprus: Educational Reforms at the Formal Level -- Greek Cypriot Educational System -- Turkish Cypriot Educational System -- Efforts at the Non-formal Level: The Role of Civil Society Organizations in History Teaching -- Conclusions and Implications -- References -- The Teaching of Recent and Violent Conflicts as Challenges for History Education -- The Need of an Interdisciplinary Approach to Study Historical Representations -- History Education as an Evolving Field -- How to Improve the Teaching of Recent, Conflicting and Violent Past? -- National Master Narratives and Concepts as an Obstacle for History Education -- Concluding Thoughts. The Role of Both History Education and Social Psychology in Conflict Transformation -- References -- Index.
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|a Description based on publisher supplied metadata and other sources.
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| 590 |
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|a Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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| 655 |
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4 |
|a Electronic books.
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| 700 |
1 |
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|a Carretero, Mario.
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| 700 |
1 |
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|a Čehajić-Clancy, Sabina.
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| 776 |
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|i Print version:
|a Psaltis, Charis
|t History Education and Conflict Transformation
|d Cham : Springer International Publishing AG,c2017
|z 9783319546803
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| 797 |
2 |
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|a ProQuest (Firm)
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| 856 |
4 |
0 |
|u https://ebookcentral.proquest.com/lib/matrademy/detail.action?docID=5577721
|z Click to View
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