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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| 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. |
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| 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] |
| Copyright of Journal of Peace Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 155797713 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Teaching and learning the most recent history in divided societies emerging from conflict: A review of the literature through the lens of social justice. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Skårås%2C+Merethe%22">Skårås, Merethe</searchLink><relatesTo>1</relatesTo><i> merethe.skaras@mf.no</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Peace+Education%22">Journal of Peace Education</searchLink>. Dec2021, Vol. 18 Issue 3, p282-308. 27p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22History+education%22">History education</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink><br /><searchLink fieldCode="DE" term="%22Reconciliation%22">Reconciliation</searchLink><br /><searchLink fieldCode="DE" term="%22Literary+criticism%22">Literary criticism</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Peace Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=155797713 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/17400201.2021.1965971 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 27 StartPage: 282 Subjects: – SubjectFull: History education Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Social justice Type: general – SubjectFull: Reconciliation Type: general – SubjectFull: Literary criticism Type: general Titles: – TitleFull: Teaching and learning the most recent history in divided societies emerging from conflict: A review of the literature through the lens of social justice. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Skårås, Merethe IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 17400201 Numbering: – Type: volume Value: 18 – Type: issue Value: 3 Titles: – TitleFull: Journal of Peace Education Type: main |
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