Teaching contested narratives: identity, memory and reconciliation in peace education and beyond
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 o...
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Cambridge ; New York ; Melbourne ; Madrid ; Cape Town ; Singapore ; São Paulo ; Delhi ; Tokyo ; Mexiko City
Cambridge University Press
2012
|
| Schlagworte: | |
| Online-Zugang: | BSB01 FUBA1 UBG01 Volltext |
| Zusammenfassung: | 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 |
| Beschreibung: | 1 Online-Ressource (viii, 262 Seiten) |
| ISBN: | 9781139015646 |
| DOI: | 10.1017/CBO9781139015646 |
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| 505 | 8 | |a 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 | |
| 520 | |a 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 | ||
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Datensatz im Suchindex
| _version_ | 1804176850221531136 |
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| any_adam_object | |
| author | Bekerman, Zvi 1950- Zembylas, Michalinos ca. 20./21. Jh |
| author_GND | (DE-588)131355708 (DE-588)105893810X |
| author_facet | Bekerman, Zvi 1950- Zembylas, Michalinos ca. 20./21. Jh |
| author_role | aut aut |
| author_sort | Bekerman, Zvi 1950- |
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| 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 |
| ctrlnum | (ZDB-20-CBO)CR9781139015646 (OCoLC)811588505 (DE-599)BVBBV043924742 |
| dewey-full | 303.6071 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 303 - Social processes |
| dewey-raw | 303.6071 |
| dewey-search | 303.6071 |
| dewey-sort | 3303.6071 |
| dewey-tens | 300 - Social sciences |
| discipline | Soziologie |
| doi_str_mv | 10.1017/CBO9781139015646 |
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| spelling | Bekerman, Zvi 1950- Verfasser (DE-588)131355708 aut Teaching contested narratives identity, memory and reconciliation in peace education and beyond Zvi Bekerman and Michalinos Zembylas Cambridge ; New York ; Melbourne ; Madrid ; Cape Town ; Singapore ; São Paulo ; Delhi ; Tokyo ; Mexiko City Cambridge University Press 2012 1 Online-Ressource (viii, 262 Seiten) txt rdacontent c rdamedia cr rdacarrier 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 Peace / Study and teaching / Israel Peace / Study and teaching / Cyprus Dispute resolution (Law) / Israel Dispute resolution (Law) / Cyprus Reconciliation Ethnische Identität (DE-588)4153096-2 gnd rswk-swf Kollektives Gedächtnis (DE-588)4200793-8 gnd rswk-swf Friedenserziehung (DE-588)4018522-9 gnd rswk-swf Versöhnung (DE-588)4063213-1 gnd rswk-swf Mündliche Überlieferung (DE-588)4040600-3 gnd rswk-swf Minderheitenfrage (DE-588)4169999-3 gnd rswk-swf (DE-588)4522595-3 Fallstudiensammlung gnd-content Minderheitenfrage (DE-588)4169999-3 s Friedenserziehung (DE-588)4018522-9 s Kollektives Gedächtnis (DE-588)4200793-8 s Versöhnung (DE-588)4063213-1 s Mündliche Überlieferung (DE-588)4040600-3 s Ethnische Identität (DE-588)4153096-2 s DE-604 Zembylas, Michalinos ca. 20./21. Jh. Verfasser (DE-588)105893810X aut Erscheint auch als Druck-Ausgabe, Hardcover 978-0-521-76689-0 (DE-604)BV039782517 Erscheint auch als Druck-Ausgabe 978-1-107-66377-0 https://doi.org/10.1017/CBO9781139015646 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Bekerman, Zvi 1950- Zembylas, Michalinos ca. 20./21. Jh Teaching contested narratives identity, memory and reconciliation in peace education and beyond 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 Peace / Study and teaching / Israel Peace / Study and teaching / Cyprus Dispute resolution (Law) / Israel Dispute resolution (Law) / Cyprus Reconciliation Ethnische Identität (DE-588)4153096-2 gnd Kollektives Gedächtnis (DE-588)4200793-8 gnd Friedenserziehung (DE-588)4018522-9 gnd Versöhnung (DE-588)4063213-1 gnd Mündliche Überlieferung (DE-588)4040600-3 gnd Minderheitenfrage (DE-588)4169999-3 gnd |
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| title | Teaching contested narratives identity, memory and reconciliation in peace education and beyond |
| title_auth | Teaching contested narratives identity, memory and reconciliation in peace education and beyond |
| title_exact_search | Teaching contested narratives identity, memory and reconciliation in peace education and beyond |
| title_full | Teaching contested narratives identity, memory and reconciliation in peace education and beyond Zvi Bekerman and Michalinos Zembylas |
| title_fullStr | Teaching contested narratives identity, memory and reconciliation in peace education and beyond Zvi Bekerman and Michalinos Zembylas |
| title_full_unstemmed | Teaching contested narratives identity, memory and reconciliation in peace education and beyond Zvi Bekerman and Michalinos Zembylas |
| title_short | Teaching contested narratives |
| title_sort | teaching contested narratives identity memory and reconciliation in peace education and beyond |
| title_sub | identity, memory and reconciliation in peace education and beyond |
| topic | Peace / Study and teaching / Israel Peace / Study and teaching / Cyprus Dispute resolution (Law) / Israel Dispute resolution (Law) / Cyprus Reconciliation Ethnische Identität (DE-588)4153096-2 gnd Kollektives Gedächtnis (DE-588)4200793-8 gnd Friedenserziehung (DE-588)4018522-9 gnd Versöhnung (DE-588)4063213-1 gnd Mündliche Überlieferung (DE-588)4040600-3 gnd Minderheitenfrage (DE-588)4169999-3 gnd |
| topic_facet | Peace / Study and teaching / Israel Peace / Study and teaching / Cyprus Dispute resolution (Law) / Israel Dispute resolution (Law) / Cyprus Reconciliation Ethnische Identität Kollektives Gedächtnis Friedenserziehung Versöhnung Mündliche Überlieferung Minderheitenfrage Fallstudiensammlung |
| url | https://doi.org/10.1017/CBO9781139015646 |
| work_keys_str_mv | AT bekermanzvi teachingcontestednarrativesidentitymemoryandreconciliationinpeaceeducationandbeyond AT zembylasmichalinos teachingcontestednarrativesidentitymemoryandreconciliationinpeaceeducationandbeyond |