Teaching and Learning Difficult Histories in International Contexts: A Critical Sociocultural Approach

Cover
Title
Copyright
Contents
List of Contributors
Introduction
Section 1 Re-Presentations of Difficult Histories
	1 Sustainable History Lessons for Post-Conflict Society
	2 Teaching the War: Reflections on Popular Uses of Difficult Heritage
	3 “Argue the Contrary for the Purpose of Getting a PhD”: Revisionist Historians, the Singapore Government and the Operation Coldstore Controversy
	4 The State and the Volving of Teaching About Apartheid in School History in South Africa, Circa 1994–2016
	Section 1 Commentary: Education-Between History and Memory
Section 2 Teaching and Learning Indigenous Histories
	5 Teaching and Learning Difficult Histories: Australia
	6 Pedagogies of Forgetting: Colonial Encounters and Nationhood at New Zealand’s National Museum
	7 “People Are Still Grieving”: Māori and Non-Māori Adolescents’ Perceptions of the Treaty of Waitangi
	8 “That’s Not My History”: The Reconceptualization of Canadian History Education in Nova Scotia Schools
	Section 2 Commentary
Section 3 Teachers and Teaching Difficult Histories
	9 “On Whose Side Are You?”: Difficult Histories in the Israeli Context
	10 Teaching History and Educating for Citizenship: Allies or “Uneasy Bedfellows” in a Post-Conflict Context?
	11 Teacher Understandings of Political Violence Represented in National Histories: The Trail of Tears Narrative
	12 Teacher Resistance Towards Difficult Histories: The Centrality of Affect in Disrupting Teacher Learning
	Section 3 Commentary
Section 4 History and Identity
	13 Physical and Symbolic Violence Imposed: The Difficult Histories of Lesbian, Gay and Trans-People
	14 Learning the “Burdening History”: Challenges for History Education in Brazil
	15 Intersections of Students’ Ethnic Identifications and Understandings of History
	Section 4 Commentary
Index