Amazon cover image
Image from Amazon.com

Teaching contested narratives : identity, memory, and reconciliation in peace education and beyond / Zvi Bekerman and Michalinos Zembylas.

By: Contributor(s): Material type: TextTextPublication details: Cambridge ; New York : Cambridge University Press, 2011.Description: 1 online resource (viii, 262 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9781139190367
  • 1139190369
  • 9781139187770
  • 1139187775
  • 1283378493
  • 9781283378499
  • 9781139015646
  • 1139015648
  • 1139185462
  • 9781139185462
Subject(s): Additional physical formats: Print version:: Teaching contested narratives.DDC classification:
  • 303.6071 23
LOC classification:
  • JZ5534 .B45 2011eb
Other classification:
  • PSY000000
Online resources:
Contents:
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
Holdings
Item type Current library Collection Call number Status Date due Barcode Item holds
eBook eBook e-Library EBSCO Social Science Available
Total holds: 0

Includes bibliographical references and index.

Print version record.

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.

"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

WorldCat record variable field(s) change: 650

Powered by Koha