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

Description

Grounded in a critical sociocultural approach, this volume examines issues associated with teaching and learning difficult histories in international contexts. Defined as representations of past violence and oppression, difficult histories are contested and can evoke emotional, often painful, responses in the present. Teaching and learning these histories is contentious yet necessary for increased dialogue within conflict-ridden societies, reconciliation in post-conflict societies, and greater social cohesion in long-standing democratic nations. Focusing on locations and populations across the globe, chapter authors investigate how key themes―including culture, identity, collective memory, emotion, and multi-perspectivity, historical consciousness, distance, and amnesia―inform the teaching and learning of difficult histories. 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