History Education and Conflict Transformation : Social Psychological Theories, History Teaching and Reconciliation

History Education and Conflict Transformation Social Psychological Theories, History Teaching and Reconciliation

This book is open access under a CC BY 4.0 license. This volume discusses the effects, models and implications of history teaching in relation to conflict transformation and reconciliation from a social-psychological perspective. Bringing together a mix of established and young researchers and acade...

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Detalles Bibliográficos
Otros Autores: Psaltis, Charis (Editor), Psaltis, Charis. editor (editor), Carretero, Mario. editor, Čehajić-Clancy, Sabina. editor
Formato: Libro electrónico
Idioma:Inglés
Publicado: Basingstoke Springer Nature 2017
Cham : 2017.
Edición:1st ed. 2017.
Materias:
Education—History.
Teaching.
Personality.
Social psychology.
Educational psychology.
Education—Psychology.
Europe—History.
History of Education.
Teaching and Teacher Education.
Personality and Social Psychology.
Educational Psychology.
European History.
civil society organisations
textbook studies
history textbooks
textbook writing
post-conflict societies
perpetrators
victims
Ver en Biblioteca Universitat Ramon Llull:https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009425409606719
Tabla de Contenidos:
  • Chapter 1. Conflict Transformation and History Teaching: Social Psychological Theory and Its Contributions; Charis Psaltis, Mario Carretero & Sabina Čehajić-Clancy
  • PART I: Global and Regional Perspectives on Textbook Writing, Civil Society Organizations and Social Representations
  • Chapter 2. History Textbook Writing in Post-Conflict Societies: From Battlefield to Site and Means of Conflict Transformation ; Denise Bentrovato
  • Chapter 3. Confronting History and Reconciliation: A Review of Civil Society’s Approaches to Transforming Conflict Narratives; Rezarta Bilali & Rima Mahmut
  • Chapter 4. Social Representations of the Past in Post-Conflict Societies: Adherence to Official Historical Narratives and Distrust through Heightened Threats; Charis Psaltis, Renata Franc, Anouk Smeekes, Maria Ioannou & Iris Žeželj
  • PART II. Social Psychological Perspectives of Perpetrators and Victims
  • Chapter 5. Power Struggles in the Remembering of Historical Intergroup Conflict: Hegemonic and Counter-Narratives about the Argentine “Conquest of the Desert”; Alicia Barreiro, Cecilia Wainryb & Mario Carretero
  • Chapter 6. When History Teaching Turns into Parrhesia: The Case of Italian Colonial Crimes; Giovanna Leone
  • Chapter 7. How to Teach about the Holocaust? Psychological Obstacles in Historical Education in Poland and Germany; Michal Bilewicz, Marta Witkowska, Silviana Stubig, Marta Beneda & Roland Imhoff
  • PART III: Textbook and Teacher Perspectives in Post-Transition and Post-Conflict SocietiesChapter 8. History Teaching as ‘Propaganda’? Teachers’ Communication Styles in Post-Transition Societies; Katrin Kello & Wolfgang Wagner
  • Chapter 9. A Clash of Communication? Intervening in Textbook Writing and Curriculum Development in Bosnia and Herzegovina after the War of 1992-1995; Falk Pingel
  • Chapter 10. Textbook Narratives and Patriotism in Belarus; Anna Zadora
  • PART IV: Pedagogical Approaches to History Teaching and Reconciliation
  • Chapter 11. The Official, the Empathetic, and the Critical: Three Approaches to History Teaching and Reconciliation in Israel; Tsafrir Goldberg
  • Chapter 12. The Potential Role of Social Psychology in History Teaching after Conflict: Exploring two History Education Projects Aiming to Improve Community Relations in Northern Ireland; Alan McCully & Jackie Reilly
  • Chapter 13. Formal and Non-formal Reform Efforts of History Teaching in Cyprus: Openings and Closures for Dangerous Memories and Reconciliation Pedagogies; Michalinos Zembylas & Hakan Karahasan
  • Chapter 14. Concluding Commentary: The Teaching of Recent and Violent Conflicts as a Challenge for History Education; Mario Carretero.

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