Teaching Contested Narratives: Identity, Memory and Reconciliation in Peace Education and Beyond

Bekerman, Zvi

ISBN 10: 0521766893 / ISBN 13: 9780521766890

Published by Cambridge University Press, 2012

About this Item

Reveals how the notions of identity, memory and reconciliation perpetuate or challenge attachments to essentialized ideas about peace and conflict. Num Pages: 272 pages. BIC Classification: GTJ; JNC. Category: (P) Professional & Vocational. Dimension: 228 x 152 x 17. Weight in Grams: 550. . 2011. hardcover. . . . . Books ship from the US and Ireland.

Seller Inventory # V9780521766890

Bibliographic Details

• Title: Teaching Contested Narratives: Identity, Memory and Reconciliation in Peace Education and Beyond
• Publisher: Cambridge University Press
• Publication Date: 2012
• Language: English
• ISBN 10: 0521766893
• ISBN 13: 9780521766890
• Binding: Hardcover
• Condition: New

About this title

Synopsis

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.

About the Authors

Michalinos Zembylas is Assistant Professor of Education at the Open University of Cyprus. His research interests are in the areas of educational philosophy and curriculum theory and his work focuses on exploring the role of emotion and affect in curriculum and pedagogy. He is particularly interested in how affective politics intersect with issues of social justice pedagogies, intercultural and peace education, and citizenship education.

Zvi Bekerman, Ph.D. teaches anthropology of education at the School of Education and the Melton Center, Hebrew University of Jerusalem. From 2003 to 2007 he was a Research Fellow at the Truman Institute for the Advancement of Peace, Hebrew University. His main interests are in the study of cultural, ethnic and national identity, including identity processes and negotiation during intercultural encounters and in formal/informal learning contexts.