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

Title Page......Page 4
Contents......Page 6
Acknowledgments......Page 8
Permissions......Page 9
Part I Introduction and theoretical underpinnings......Page 10
1 Introduction......Page 12
The purpose of this book......Page 13
The Israeli-Palestinian conflict......Page 15
The conflict in Cyprus......Page 20
The comparative aspects of our research......Page 24
The structure of the book......Page 26
2 Problematizing peace education romanticism......Page 33
Dismantling some fundamental premises of peace education......Page 35
Schooling in the West and peace education......Page 38
Our methodology and its paradigmatic grounding......Page 44
The pedagogical dimension......Page 49
Macro- and micro-theoretical perspectives of studying conflict......Page 53
On identity......Page 57
On memory......Page 62
On reconciliation......Page 65
Two stories......Page 68
Concluding remarks......Page 75
Part II Living and teaching contested narratives......Page 78
Background on teachers’ workshops......Page 80
A brief note on victimology......Page 83
The workshop events (part 1)......Page 86
The entanglement of memory, identity and victimization: a background explanation......Page 92
5 (Im)possible\nopenings......Page 95
Back to the teachers’ workshops......Page 96
Official history and the prevention of symmetry......Page 97
The workshop events (part 2)......Page 99
Contested historical narratives: their implications in teaching and learning contexts......Page 102
Concluding remarks......Page 106
6 The everyday challenges of teaching children from conflicting groups......Page 109
Event 1......Page 110
Event 2......Page 114
Analysis of the two events......Page 116
How collective memory invades school spaces......Page 119
7 The emotional complexities of teaching contested narratives......Page 123
Emotions, politics and history teaching......Page 124
Example 1......Page 126
Example 2......Page 130
Emotional complexities and contested narratives......Page 135
Part III Mourning, forgiveness and reconciliation: Problems and possible solutions......Page 142
8 The nationalization of mourning in troubled societies......Page 144
Mourning and its nationalization......Page 145
Our studies on mourning......Page 149
The case of Greek-Cypriot mourners......Page 150
The case of Palestinian mourners from Israel......Page 151
Mourning: between the individual and the collective......Page 153
9 The work of mourning in schools: Ambivalent emotions and the risks of seeking mutual\nrespect and understanding......Page 157
School ceremonies: Holocaust Day and Memorial Day in Israel......Page 158
The classroom events......Page 160
Holocaust Day......Page 161
Memorial Day......Page 164
Analysis and pedagogical implications......Page 169
10 Forgiveness as a possible path towards reconciliation......Page 173
The meaning and educational justification of forgiveness......Page 174
The meaning of forgiveness......Page 175
The potential and limits of forgiveness as an educational goal......Page 177
Definition of reconciliation......Page 179
Forgiveness begins with recognition......Page 180
Forgiveness: between individuals and/or nations?......Page 182
Forgiveness is not possible: what is needed is remembrance......Page 183
No forgiveness without justice......Page 185
Forgiveness and reconciliation as aspects of pedagogies......Page 186
Closing remarks......Page 190
Part IV Conclusions: Implications for peace education......Page 192
11 Becoming critical design experts in schools......Page 194
Teachers and students as critical design experts......Page 195
Emphasizing context and practice......Page 196
Disrupting taken-for-granted assumptions about peace education......Page 198
Recognizing the power of emotions......Page 200
What\'s next?\n......Page 203
12 Memory and forgetting: A pedagogy of dangerous memories......Page 205
Dangerous memories......Page 206
Teachers’ workshops in Israel......Page 209
Students’ discussion at a private international school in Cyprus......Page 211
Revisiting the two cases through the lens of dangerous memories......Page 212
A pedagogy of dangerous memories......Page 215
Concluding remarks......Page 218
Adults and children: their differential concerns about identity......Page 222
In search of solutions......Page 225
The need for a radical change in educators’ perspectives......Page 228
14 Designing different paths for reconciliation pedagogies......Page 233
Toward reconciliation pedagogies......Page 234
Final words......Page 238
References......Page 240
Index......Page 265