| Author |
Bekerman, Zvi.
|
| Title |
Teaching contested narratives : identity, memory and reconciliation in peace education and beyond / Zvi Bekerman and Michalinos Zembylas. |
| OCLC |
EBC807279x |
| ISBN |
9781139180573 (electronic bk.) |
|
9781139187770 (electronic bk.) |
|
9781139190367 (electronic bk.) |
|
9781139185462 (electronic bk.) |
|
9781283378499 (MyiLibrary) |
|
9780521766890 (Cloth/HB) |
| Publisher |
Cambridge ; New York : Cambridge University Press, 2012. |
| Description |
1 online resource (viii, 262 pages) |
Other
Genre heading/s |
Electronic books.
|
| LC Subject heading/s |
Peace -- Study and teaching -- Israel.
|
|
Peace -- Study and teaching -- Cyprus.
|
|
Dispute resolution (Law) -- Israel.
|
|
Conflict management -- Israel.
|
|
Dispute resolution (Law) -- Cyprus.
|
|
Conflict management -- Cyprus.
|
|
Reconciliation.
|
| Contents |
Machine generated contents note: Part I. Introduction and Theoretical Underpinnings: 1. Introduction; 2. Problematizing peace education Romanticism; 3. On conflict, identity, and more; Part II. Living and Teaching Contested Narratives: 4. Victims and perpetrators: how teachers live with contested narratives; 5. (Im)possible openings; 6. The everyday challenges of teaching children from conflicting groups; 7. The emotional complexities of teaching contested narratives; Part III. Mourning, Forgiveness and Reconciliation: Problems and Possible Solutions: 8. The nationalization of mourning in troubled societies; 9. The work of mourning in schools: ambivalent emotions and the risks of seeking mutual respect and understanding; 10. Forgiveness as a possible path towards reconciliation; Part IV. Conclusions: Implications for Peace Education: 11. Becoming critical experts of design in schools; 12. Memory and forgetting: a pedagogy of dangerous memories; 13. De-essentializing identity; 14. Designing a different path for reconciliation pedagogies. |
| Summary |
"In troubled societies narratives about the past tend to be partial and explain a conflict from narrow perspectives that justify the national self and condemn, exclude and devalue the 'enemy' and their narrative. Through a detailed analysis, Teaching Contested Narratives reveals the works of identity, historical narratives and memory as these are enacted in classroom dialogues, canonical texts and school ceremonies. Presenting ethnographic data from local contexts in Cyprus and Israel, and demonstrating the relevance to educational settings in countries which suffer from conflicts all over the world, the authors explore the challenges of teaching narratives about the past in such societies, discuss how historical trauma and suffering are dealt with in the context of teaching, and highlight the potential of pedagogical interventions for reconciliation. The book shows how the notions of identity, memory and reconciliation can perpetuate or challenge attachments to essentialized ideas about peace and conflict"-- Provided by publisher. |
| Reproduction note |
Electronic reproduction. Ann Arbor, MI : ProQuest, 2015. Available via World Wide Web. Access may be limited to ProQuest affiliated libraries. |
| Restrictions |
Three user license access. |
| Bibliography |
Includes bibliographical references (pages 231-255) and index. |
| Source of Description |
Description based on print version record. |
|
