(Re)constructing memory :: education, identity, and conflict /
How do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls? What kinds of curricular representations of conflict contribute to the construction of national identity, and what kinds of encount...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam :
Sense,
[2017]
|
| Schriftenreihe: | (Re)constructing memory: school textbooks, identity, and the pedagogies and politics of imagining commumity
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | How do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls? What kinds of curricular representations of conflict contribute to the construction of national identity, and what kinds of encounters challenge presumed boundaries between us and them? Through contemporary and historical case studies--drawn from Cambodia, Egypt, Northern Ireland, Peru, and Rwanda, among others--this collection explores how societies experiencing armed conflict and its aftermath imagine education as a space for forging collective identity, peace and stability, and national citizenship. In some contexts, the erasure of conflict and the homogenization of difference are central to shaping national identities and attitudes. In other cases, collective memory of conflict functions as a central organizing frame through which citizenship and national identity are (re)constructed, with embedded messages about who belongs and how social belonging is achieved. The essays in this volume illuminate varied and complex inter-relationships between education, conflict, and national identity, while accounting for ways in which policymakers, teachers, youth, and community members replicate, resist, and transform conflict through everyday interactions in educational spaces. |
| Beschreibung: | 1 online resource (xi, 339 pages) : illustrations |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9789463008600 9463008608 |
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| 245 | 0 | 0 | |a (Re)constructing memory : |b education, identity, and conflict / |c editied by Michelle J. Bellino (University of Michigan, Ann Arbor, Michigan, USA) and James H. Williams (The George Washington University, Washington, DC, USA). |
| 246 | 3 | |a Reconstructing memory : |b education, identity, and conflict | |
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| 504 | |a Includes bibliographical references and index. | ||
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| 505 | 0 | |a Foreword to the Series: (Re)Constructing Memory: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community -- Acknowledgments -- Introduction -- Section 1: Nation-Building Projects in the Aftermath of Intimate Conflict -- What Framing Analysis Can Teach Us about History Textbooks, Peace, and Conflict: The Case of Rwanda -- Ideologies Inside Textbooks: Vietnamization and Re-Khmerization of Political Education in Cambodia during the 1980s -- Construction(s) of the Nation in Egyptian Textbooks: Towards an Understanding of Societal Conflict -- Section 2: Colonialism, Imperialism, and Their Enduring Conflict Legacies -- Creating a Nation without a Past: Secondary-School Curricula and the Teaching of National History in Uganda -- From "Civilizing Force" to "Source of Backwardness": Spanish Colonialism in Latin American School Textbooks -- The Crusades in English History Textbooks 1799-2002: Some Criteria for Textbook Improvement and Representations of Conflict -- History Education, Domestic Narratives, and China's International Behavior -- Section 3: Interaction and Integration in Divided Societies -- Addressing Conflict and Tolerance through the Curriculum -- Learning to Think Historically through a Conflict-Based Biethnic Collaborative Learning Environment -- Section 4: The Democratic Role of Schools as Mediating Institutions in Society -- Living with Ghosts, Living Otherwise: Pedagogies of Haunting in Post-Genocide Cambodia -- When War Enters the Classroom: An Ethnographic Study of Social Relationships Among School Community Members on the Colombian-Ecuadorian Border -- From Truth to Textbook: The Peruvian Truth and Reconciliation Commission, Educational Resources, and the Challenges of Teaching about Recent Conflict -- Nation, Supranational Communities, and the Globe: Unifying and Dividing Concepts of Collective Identities in History Textbooks -- Index. | |
| 520 | |a How do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls? What kinds of curricular representations of conflict contribute to the construction of national identity, and what kinds of encounters challenge presumed boundaries between us and them? Through contemporary and historical case studies--drawn from Cambodia, Egypt, Northern Ireland, Peru, and Rwanda, among others--this collection explores how societies experiencing armed conflict and its aftermath imagine education as a space for forging collective identity, peace and stability, and national citizenship. In some contexts, the erasure of conflict and the homogenization of difference are central to shaping national identities and attitudes. In other cases, collective memory of conflict functions as a central organizing frame through which citizenship and national identity are (re)constructed, with embedded messages about who belongs and how social belonging is achieved. The essays in this volume illuminate varied and complex inter-relationships between education, conflict, and national identity, while accounting for ways in which policymakers, teachers, youth, and community members replicate, resist, and transform conflict through everyday interactions in educational spaces. | ||
| 650 | 0 | |a Collective memory |x Study and teaching. | |
| 650 | 0 | |a Identity politics |x Study and teaching. | |
| 650 | 0 | |a History |v Textbooks. | |
| 650 | 0 | |a History |x Study and teaching. |0 http://id.loc.gov/authorities/subjects/sh85061230 | |
| 650 | 0 | |a Nationalism |x Study and teaching. | |
| 650 | 0 | |a Curriculum planning. |0 http://id.loc.gov/authorities/subjects/sh85034895 | |
| 650 | 2 | 4 | |a Education, general. |
| 650 | 1 | 4 | |a Education. |
| 650 | 6 | |a Mémoire collective |x Étude et enseignement. | |
| 650 | 6 | |a Politique identitaire |x Étude et enseignement. | |
| 650 | 6 | |a Histoire |x Étude et enseignement. | |
| 650 | 6 | |a Nationalisme |x Étude et enseignement. | |
| 650 | 7 | |a EDUCATION |x Administration |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
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| 700 | 1 | |a Bellino, Michelle J., |d 1980- |e editor. |1 https://id.oclc.org/worldcat/entity/E39PCjJHtkDRfWbyD7D73PqTpd |0 http://id.loc.gov/authorities/names/n2016065783 | |
| 700 | 1 | |a Williams, James H., |d 1952- |e editor. |1 https://id.oclc.org/worldcat/entity/E39PCjqvHQfdRJmHCF9hMbqqgq |0 http://id.loc.gov/authorities/names/n2008033634 | |
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| 880 | 0 | |6 505-00/(3/r |a Foreword to the Series: (Re)Constructing Memory: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community -- Acknowledgments -- Introduction -- Section 1: Nation-Building Projects in the Aftermath of Intimate Conflict -- What Framing Analysis Can Teach Us about History Textbooks, Peace, and Conflict: The Case of Rwanda -- Ideologies Inside Textbooks: Vietnamization and Re-Khmerization of Political Education in Cambodia during the 1980s -- Construction(s) of the Nation in Egyptian Textbooks: Towards an Understanding of Societal Conflict -- Section 2: Colonialism, Imperialism, and Their Enduring Conflict Legacies -- Creating a Nation without a Past: Secondary-School Curricula and the Teaching of National History in Uganda -- From zCivilizing Forcey to zSource of Backwardnessy، Spanish Colonialism in Latin American School Textbooks -- The Crusades in English History Textbooks 1799-2002: Some Criteria for Textbook Improvement and Representations of Conflict -- History Education, Domestic Narratives, and China's International Behavior -- Section 3: Interaction and Integration in Divided Societies -- Addressing Conflict and Tolerance through the Curriculum -- Learning to Think Historically through a Conflict-Based Biethnic Collaborative Learning Environment -- Section 4: The Democratic Role of Schools as Mediating Institutions in Society -- Living with Ghosts, Living Otherwise: Pedagogies of Haunting in Post-Genocide Cambodia -- When War Enters the Classroom: An Ethnographic Study of Social Relationships Among School Community Members on the Colombian-Ecuadorian Border -- From Truth to Textbook: The Peruvian Truth and Reconciliation Commission, Educational Resources, and the Challenges of Teaching about Recent Conflict -- Nation, Supranational Communities, and the Globe: Unifying and Dividing Concepts of Collective Identities in History Textbooks -- Index. | |
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| adam_text | |
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| callnumber-search | LB3045 .R434 2017 |
| callnumber-sort | LB 43045 R434 42017 |
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| collection | ZDB-4-EBA |
| contents | Foreword to the Series: (Re)Constructing Memory: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community -- Acknowledgments -- Introduction -- Section 1: Nation-Building Projects in the Aftermath of Intimate Conflict -- What Framing Analysis Can Teach Us about History Textbooks, Peace, and Conflict: The Case of Rwanda -- Ideologies Inside Textbooks: Vietnamization and Re-Khmerization of Political Education in Cambodia during the 1980s -- Construction(s) of the Nation in Egyptian Textbooks: Towards an Understanding of Societal Conflict -- Section 2: Colonialism, Imperialism, and Their Enduring Conflict Legacies -- Creating a Nation without a Past: Secondary-School Curricula and the Teaching of National History in Uganda -- From "Civilizing Force" to "Source of Backwardness": Spanish Colonialism in Latin American School Textbooks -- The Crusades in English History Textbooks 1799-2002: Some Criteria for Textbook Improvement and Representations of Conflict -- History Education, Domestic Narratives, and China's International Behavior -- Section 3: Interaction and Integration in Divided Societies -- Addressing Conflict and Tolerance through the Curriculum -- Learning to Think Historically through a Conflict-Based Biethnic Collaborative Learning Environment -- Section 4: The Democratic Role of Schools as Mediating Institutions in Society -- Living with Ghosts, Living Otherwise: Pedagogies of Haunting in Post-Genocide Cambodia -- When War Enters the Classroom: An Ethnographic Study of Social Relationships Among School Community Members on the Colombian-Ecuadorian Border -- From Truth to Textbook: The Peruvian Truth and Reconciliation Commission, Educational Resources, and the Challenges of Teaching about Recent Conflict -- Nation, Supranational Communities, and the Globe: Unifying and Dividing Concepts of Collective Identities in History Textbooks -- Index. |
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code="u">https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1465852</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="880" ind1="0" ind2=" "><subfield code="6">505-00/(3/r</subfield><subfield code="a">Foreword to the Series: (Re)Constructing Memory: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community -- Acknowledgments -- Introduction -- Section 1: Nation-Building Projects in the Aftermath of Intimate Conflict -- What Framing Analysis Can Teach Us about History Textbooks, Peace, and Conflict: The Case of Rwanda -- Ideologies Inside Textbooks: Vietnamization and Re-Khmerization of Political Education in Cambodia during the 1980s -- Construction(s) of the Nation in Egyptian Textbooks: Towards an Understanding of Societal Conflict -- Section 2: Colonialism, Imperialism, and Their Enduring Conflict Legacies -- Creating a Nation without a Past: Secondary-School Curricula and the Teaching of National History in 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| genre | Textbooks fast Textbooks. lcgft http://id.loc.gov/authorities/genreForms/gf2014026191 |
| genre_facet | Textbooks Textbooks. |
| id | ZDB-4-EBA-ocn972530233 |
| illustrated | Illustrated |
| indexdate | 2024-11-27T13:27:40Z |
| institution | BVB |
| isbn | 9789463008600 9463008608 |
| language | English |
| oclc_num | 972530233 |
| open_access_boolean | |
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| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (xi, 339 pages) : illustrations |
| psigel | ZDB-4-EBA |
| publishDate | 2017 |
| publishDateSearch | 2017 |
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| publisher | Sense, |
| record_format | marc |
| series2 | (Re)constructing memory: school textbooks, identity, and the pedagogies and politics of imagining commumity |
| spelling | (Re)constructing memory : education, identity, and conflict / editied by Michelle J. Bellino (University of Michigan, Ann Arbor, Michigan, USA) and James H. Williams (The George Washington University, Washington, DC, USA). Reconstructing memory : education, identity, and conflict Rotterdam : Sense, [2017] ©2017 1 online resource (xi, 339 pages) : illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier text file (Re)constructing memory: school textbooks, identity, and the pedagogies and politics of imagining commumity Includes bibliographical references and index. Print version record. Foreword to the Series: (Re)Constructing Memory: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community -- Acknowledgments -- Introduction -- Section 1: Nation-Building Projects in the Aftermath of Intimate Conflict -- What Framing Analysis Can Teach Us about History Textbooks, Peace, and Conflict: The Case of Rwanda -- Ideologies Inside Textbooks: Vietnamization and Re-Khmerization of Political Education in Cambodia during the 1980s -- Construction(s) of the Nation in Egyptian Textbooks: Towards an Understanding of Societal Conflict -- Section 2: Colonialism, Imperialism, and Their Enduring Conflict Legacies -- Creating a Nation without a Past: Secondary-School Curricula and the Teaching of National History in Uganda -- From "Civilizing Force" to "Source of Backwardness": Spanish Colonialism in Latin American School Textbooks -- The Crusades in English History Textbooks 1799-2002: Some Criteria for Textbook Improvement and Representations of Conflict -- History Education, Domestic Narratives, and China's International Behavior -- Section 3: Interaction and Integration in Divided Societies -- Addressing Conflict and Tolerance through the Curriculum -- Learning to Think Historically through a Conflict-Based Biethnic Collaborative Learning Environment -- Section 4: The Democratic Role of Schools as Mediating Institutions in Society -- Living with Ghosts, Living Otherwise: Pedagogies of Haunting in Post-Genocide Cambodia -- When War Enters the Classroom: An Ethnographic Study of Social Relationships Among School Community Members on the Colombian-Ecuadorian Border -- From Truth to Textbook: The Peruvian Truth and Reconciliation Commission, Educational Resources, and the Challenges of Teaching about Recent Conflict -- Nation, Supranational Communities, and the Globe: Unifying and Dividing Concepts of Collective Identities in History Textbooks -- Index. How do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls? What kinds of curricular representations of conflict contribute to the construction of national identity, and what kinds of encounters challenge presumed boundaries between us and them? Through contemporary and historical case studies--drawn from Cambodia, Egypt, Northern Ireland, Peru, and Rwanda, among others--this collection explores how societies experiencing armed conflict and its aftermath imagine education as a space for forging collective identity, peace and stability, and national citizenship. In some contexts, the erasure of conflict and the homogenization of difference are central to shaping national identities and attitudes. In other cases, collective memory of conflict functions as a central organizing frame through which citizenship and national identity are (re)constructed, with embedded messages about who belongs and how social belonging is achieved. The essays in this volume illuminate varied and complex inter-relationships between education, conflict, and national identity, while accounting for ways in which policymakers, teachers, youth, and community members replicate, resist, and transform conflict through everyday interactions in educational spaces. Collective memory Study and teaching. Identity politics Study and teaching. History Textbooks. History Study and teaching. http://id.loc.gov/authorities/subjects/sh85061230 Nationalism Study and teaching. Curriculum planning. http://id.loc.gov/authorities/subjects/sh85034895 Education, general. Education. Mémoire collective Étude et enseignement. Politique identitaire Étude et enseignement. Histoire Étude et enseignement. Nationalisme Étude et enseignement. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Curriculum planning fast History fast History Study and teaching fast Nationalism Study and teaching fast Textbooks fast Textbooks. lcgft http://id.loc.gov/authorities/genreForms/gf2014026191 Bellino, Michelle J., 1980- editor. https://id.oclc.org/worldcat/entity/E39PCjJHtkDRfWbyD7D73PqTpd http://id.loc.gov/authorities/names/n2016065783 Williams, James H., 1952- editor. https://id.oclc.org/worldcat/entity/E39PCjqvHQfdRJmHCF9hMbqqgq http://id.loc.gov/authorities/names/n2008033634 has work: (Re)constructing memory (Text) https://id.oclc.org/worldcat/entity/E39PCGyV99848FpWRcyqCd7rFX https://id.oclc.org/worldcat/ontology/hasWork Print version: (Re)constructing memory. Rotterdam : Sense, [2017] 9463008594 (OCoLC)968182925 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1465852 Volltext 505-00/(3/r Foreword to the Series: (Re)Constructing Memory: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community -- Acknowledgments -- Introduction -- Section 1: Nation-Building Projects in the Aftermath of Intimate Conflict -- What Framing Analysis Can Teach Us about History Textbooks, Peace, and Conflict: The Case of Rwanda -- Ideologies Inside Textbooks: Vietnamization and Re-Khmerization of Political Education in Cambodia during the 1980s -- Construction(s) of the Nation in Egyptian Textbooks: Towards an Understanding of Societal Conflict -- Section 2: Colonialism, Imperialism, and Their Enduring Conflict Legacies -- Creating a Nation without a Past: Secondary-School Curricula and the Teaching of National History in Uganda -- From zCivilizing Forcey to zSource of Backwardnessy، Spanish Colonialism in Latin American School Textbooks -- The Crusades in English History Textbooks 1799-2002: Some Criteria for Textbook Improvement and Representations of Conflict -- History Education, Domestic Narratives, and China's International Behavior -- Section 3: Interaction and Integration in Divided Societies -- Addressing Conflict and Tolerance through the Curriculum -- Learning to Think Historically through a Conflict-Based Biethnic Collaborative Learning Environment -- Section 4: The Democratic Role of Schools as Mediating Institutions in Society -- Living with Ghosts, Living Otherwise: Pedagogies of Haunting in Post-Genocide Cambodia -- When War Enters the Classroom: An Ethnographic Study of Social Relationships Among School Community Members on the Colombian-Ecuadorian Border -- From Truth to Textbook: The Peruvian Truth and Reconciliation Commission, Educational Resources, and the Challenges of Teaching about Recent Conflict -- Nation, Supranational Communities, and the Globe: Unifying and Dividing Concepts of Collective Identities in History Textbooks -- Index. |
| spellingShingle | (Re)constructing memory : education, identity, and conflict / Foreword to the Series: (Re)Constructing Memory: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community -- Acknowledgments -- Introduction -- Section 1: Nation-Building Projects in the Aftermath of Intimate Conflict -- What Framing Analysis Can Teach Us about History Textbooks, Peace, and Conflict: The Case of Rwanda -- Ideologies Inside Textbooks: Vietnamization and Re-Khmerization of Political Education in Cambodia during the 1980s -- Construction(s) of the Nation in Egyptian Textbooks: Towards an Understanding of Societal Conflict -- Section 2: Colonialism, Imperialism, and Their Enduring Conflict Legacies -- Creating a Nation without a Past: Secondary-School Curricula and the Teaching of National History in Uganda -- From "Civilizing Force" to "Source of Backwardness": Spanish Colonialism in Latin American School Textbooks -- The Crusades in English History Textbooks 1799-2002: Some Criteria for Textbook Improvement and Representations of Conflict -- History Education, Domestic Narratives, and China's International Behavior -- Section 3: Interaction and Integration in Divided Societies -- Addressing Conflict and Tolerance through the Curriculum -- Learning to Think Historically through a Conflict-Based Biethnic Collaborative Learning Environment -- Section 4: The Democratic Role of Schools as Mediating Institutions in Society -- Living with Ghosts, Living Otherwise: Pedagogies of Haunting in Post-Genocide Cambodia -- When War Enters the Classroom: An Ethnographic Study of Social Relationships Among School Community Members on the Colombian-Ecuadorian Border -- From Truth to Textbook: The Peruvian Truth and Reconciliation Commission, Educational Resources, and the Challenges of Teaching about Recent Conflict -- Nation, Supranational Communities, and the Globe: Unifying and Dividing Concepts of Collective Identities in History Textbooks -- Index. Collective memory Study and teaching. Identity politics Study and teaching. History Textbooks. History Study and teaching. http://id.loc.gov/authorities/subjects/sh85061230 Nationalism Study and teaching. Curriculum planning. http://id.loc.gov/authorities/subjects/sh85034895 Education, general. Education. Mémoire collective Étude et enseignement. Politique identitaire Étude et enseignement. Histoire Étude et enseignement. Nationalisme Étude et enseignement. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Curriculum planning fast History fast History Study and teaching fast Nationalism Study and teaching fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85061230 http://id.loc.gov/authorities/subjects/sh85034895 http://id.loc.gov/authorities/genreForms/gf2014026191 |
| title | (Re)constructing memory : education, identity, and conflict / |
| title_alt | Reconstructing memory : education, identity, and conflict |
| title_auth | (Re)constructing memory : education, identity, and conflict / |
| title_exact_search | (Re)constructing memory : education, identity, and conflict / |
| title_full | (Re)constructing memory : education, identity, and conflict / editied by Michelle J. Bellino (University of Michigan, Ann Arbor, Michigan, USA) and James H. Williams (The George Washington University, Washington, DC, USA). |
| title_fullStr | (Re)constructing memory : education, identity, and conflict / editied by Michelle J. Bellino (University of Michigan, Ann Arbor, Michigan, USA) and James H. Williams (The George Washington University, Washington, DC, USA). |
| title_full_unstemmed | (Re)constructing memory : education, identity, and conflict / editied by Michelle J. Bellino (University of Michigan, Ann Arbor, Michigan, USA) and James H. Williams (The George Washington University, Washington, DC, USA). |
| title_short | (Re)constructing memory : |
| title_sort | re constructing memory education identity and conflict |
| title_sub | education, identity, and conflict / |
| topic | Collective memory Study and teaching. Identity politics Study and teaching. History Textbooks. History Study and teaching. http://id.loc.gov/authorities/subjects/sh85061230 Nationalism Study and teaching. Curriculum planning. http://id.loc.gov/authorities/subjects/sh85034895 Education, general. Education. Mémoire collective Étude et enseignement. Politique identitaire Étude et enseignement. Histoire Étude et enseignement. Nationalisme Étude et enseignement. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Curriculum planning fast History fast History Study and teaching fast Nationalism Study and teaching fast |
| topic_facet | Collective memory Study and teaching. Identity politics Study and teaching. History Textbooks. History Study and teaching. Nationalism Study and teaching. Curriculum planning. Education, general. Education. Mémoire collective Étude et enseignement. Politique identitaire Étude et enseignement. Histoire Étude et enseignement. Nationalisme Étude et enseignement. EDUCATION Administration General. EDUCATION Organizations & Institutions. Curriculum planning History History Study and teaching Nationalism Study and teaching Textbooks Textbooks. |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1465852 |
| work_keys_str_mv | AT bellinomichellej reconstructingmemoryeducationidentityandconflict AT williamsjamesh reconstructingmemoryeducationidentityandconflict |