Overview
- The collection brings together diverse contemporary and historical cases of curricula, educational practice, and policy as implemented in conflict-affected and post-conflict contexts; these empirical studies bring new theoretical insights into the linkages between education, conflict, and national identity formation
- The studies in this collection explore the potential roles of education as an instigator of inter- and intra-state conflict, a mechanism through which conflict dynamics are reproduced, and as a contributor to peacebuilding, conflict transformation, and national reconstruction efforts
- The essays in this book explicitly seek to link curriculum and curricular reforms over time, to broader structures relevant to conflict, conflict legacies, and constructions of national identity
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About this book
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 whobelongs 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.
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Table of contents (14 chapters)
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Front Matter
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Nation-Building Projects in the Aftermath of Intimate Conflict
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Front Matter
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Colonialism, Imperialism, and their Enduring Conflict Legacies
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Front Matter
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Interaction and Integration in Divided Societies
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Front Matter
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The Democratic Role of Schools as Mediating Institutions in Society
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Front Matter
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Back Matter
Editors and Affiliations
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Bibliographic Information
Book Title: (Re)Constructing Memory: Education, Identity, and Conflict
Editors: Michelle J. Bellino, James H. Williams
DOI: https://doi.org/10.1007/978-94-6300-860-0
Publisher: SensePublishers Rotterdam
eBook Packages: Education, Education (R0)
Copyright Information: SensePublishers-Rotterdam, The Netherlands 2017
eBook ISBN: 978-94-6300-860-0Published: 08 February 2017
Edition Number: 1
Number of Pages: XII, 340
Topics: Education, general