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|a 10.1007/978-3-319-54681-0
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|a History Education and Conflict Transformation
|h [electronic resource] :
|b Social Psychological Theories, History Teaching and Reconciliation /
|c edited by Charis Psaltis, Mario Carretero, Sabina Čehajić-Clancy.
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|a Cham :
|b Springer International Publishing :
|b Imprint: Palgrave Macmillan,
|c 2017.
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|a XX, 384 p. 5 illus.
|b online resource.
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|b txt
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|a Chapter 1. Conflict Transformation and History Teaching: Social Psychological Theory and Its Contributions; Charis Psaltis, Mario Carretero & Sabina Čehajić-Clancy -- PART I: Global and Regional Perspectives on Textbook Writing, Civil Society Organizations and Social Representations -- Chapter 2. History Textbook Writing in Post-Conflict Societies: From Battlefield to Site and Means of Conflict Transformation ; Denise Bentrovato -- Chapter 3. Confronting History and Reconciliation: A Review of Civil Society’s Approaches to Transforming Conflict Narratives; Rezarta Bilali & Rima Mahmut -- Chapter 4. Social Representations of the Past in Post-Conflict Societies: Adherence to Official Historical Narratives and Distrust through Heightened Threats; Charis Psaltis, Renata Franc, Anouk Smeekes, Maria Ioannou & Iris Žeželj -- PART II. Social Psychological Perspectives of Perpetrators and Victims -- Chapter 5. Power Struggles in the Remembering of Historical Intergroup Conflict: Hegemonic and Counter-Narratives about the Argentine “Conquest of the Desert”; Alicia Barreiro, Cecilia Wainryb & Mario Carretero -- Chapter 6. When History Teaching Turns into Parrhesia: The Case of Italian Colonial Crimes; Giovanna Leone -- Chapter 7. How to Teach about the Holocaust? Psychological Obstacles in Historical Education in Poland and Germany; Michal Bilewicz, Marta Witkowska, Silviana Stubig, Marta Beneda & Roland Imhoff -- PART III: Textbook and Teacher Perspectives in Post-Transition and Post-Conflict SocietiesChapter 8. History Teaching as ‘Propaganda’? Teachers’ Communication Styles in Post-Transition Societies; Katrin Kello & Wolfgang Wagner -- Chapter 9. A Clash of Communication? Intervening in Textbook Writing and Curriculum Development in Bosnia and Herzegovina after the War of 1992-1995; Falk Pingel -- Chapter 10. Textbook Narratives and Patriotism in Belarus; Anna Zadora -- PART IV: Pedagogical Approaches to History Teaching and Reconciliation -- Chapter 11. The Official, the Empathetic, and the Critical: Three Approaches to History Teaching and Reconciliation in Israel; Tsafrir Goldberg -- Chapter 12. The Potential Role of Social Psychology in History Teaching after Conflict: Exploring two History Education Projects Aiming to Improve Community Relations in Northern Ireland; Alan McCully & Jackie Reilly -- Chapter 13. Formal and Non-formal Reform Efforts of History Teaching in Cyprus: Openings and Closures for Dangerous Memories and Reconciliation Pedagogies; Michalinos Zembylas & Hakan Karahasan -- Chapter 14. Concluding Commentary: The Teaching of Recent and Violent Conflicts as a Challenge for History Education; Mario Carretero.
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|a Open Access
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|a This book is open access under a CC BY 4.0 license. This volume discusses the effects, models and implications of history teaching in relation to conflict transformation and reconciliation from a social-psychological perspective. Bringing together a mix of established and young researchers and academics, from the fields of psychology, education, and history, the book provides an in-depth exploration of the role of historical narratives, history teaching, history textbooks and the work of civil society organizations in post-conflict societies undergoing reconciliation processes, and reflects on the state of the art at both the international and regional level. As well as dealing with the question of the ‘perpetrator-victim’ dynamic, the book also focuses on the particular context of transition in and out of cold war in Eastern Europe and the post-conflict settings of Northern Ireland, Israel and Palestine and Cyprus. It is also exploring the pedagogical classroom practices of history teaching and a critical comparison of various possible approaches taken in educational praxis. The book will make compelling reading for students and researchers of education, history, sociology, peace and conflict studies and psychology.
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|a Education.
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|a Europe
|x History.
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|a Teaching.
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| 650 |
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|a Educational psychology.
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| 650 |
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|a Education
|x Psychology.
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| 650 |
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|a Education
|x History.
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| 650 |
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|a Personality.
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| 650 |
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|a Social psychology.
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| 650 |
1 |
4 |
|a Education.
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| 650 |
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|a History of Education.
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| 650 |
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4 |
|a Teaching and Teacher Education.
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| 650 |
2 |
4 |
|a Personality and Social Psychology.
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| 650 |
2 |
4 |
|a Educational Psychology.
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| 650 |
2 |
4 |
|a European History.
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| 700 |
1 |
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|a Psaltis, Charis.
|e editor.
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| 700 |
1 |
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|a Carretero, Mario.
|e editor.
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| 700 |
1 |
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|a Čehajić-Clancy, Sabina.
|e editor.
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| 710 |
2 |
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|a SpringerLink (Online service)
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| 773 |
0 |
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|t Springer eBooks
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| 776 |
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8 |
|i Printed edition:
|z 9783319546803
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| 856 |
4 |
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|u http://dx.doi.org/10.1007/978-3-319-54681-0
|z Full Text via HEAL-Link
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| 912 |
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|a ZDB-2-EDA
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| 950 |
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|a Education (Springer-41171)
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