Teaching and learning the most recent history in divided societies emerging from conflict: A review of the literature through the lens of social justice.

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Bibliographic Details
Title:	Teaching and learning the most recent history in divided societies emerging from conflict: A review of the literature through the lens of social justice.
Authors:	Skårås, Merethe¹ merethe.skaras@mf.no
Source:	Journal of Peace Education. Dec2021, Vol. 18 Issue 3, p282-308. 27p.
Subject Terms:	History education, Critical thinking, Social justice, Reconciliation, Literary criticism
Abstract:	In recent years, a number of nation states have signed peace protocols and entered processes of peace and reconciliation. This has led to an increasing pool of literature on history education in these divided and diverse societies emerging from violent conflict. This article provides a review of the latest developments in this field which focuses on the often counterproductive objectives of developing critical thinking skills in students while simultaneously promoting patriotism and a vision of a nation. Through a theoretical lens centering on politics of recognition, redistribution, and representation, I analyze research literature that focuses on the teaching and learning of recent history and how the subject of history might facilitate social justice for all. Findings from this review show that the affective dimension of the curriculum and the vision of the nation in these contexts promote single narratives of the past and therefore cultivate an identity model of recognition which encourages separatism and intolerance. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	In recent years, a number of nation states have signed peace protocols and entered processes of peace and reconciliation. This has led to an increasing pool of literature on history education in these divided and diverse societies emerging from violent conflict. This article provides a review of the latest developments in this field which focuses on the often counterproductive objectives of developing critical thinking skills in students while simultaneously promoting patriotism and a vision of a nation. Through a theoretical lens centering on politics of recognition, redistribution, and representation, I analyze research literature that focuses on the teaching and learning of recent history and how the subject of history might facilitate social justice for all. Findings from this review show that the affective dimension of the curriculum and the vision of the nation in these contexts promote single narratives of the past and therefore cultivate an identity model of recognition which encourages separatism and intolerance. [ABSTRACT FROM AUTHOR]
ISSN:	17400201
DOI:	10.1080/17400201.2021.1965971