Chapter 1 Introduction: History Education and Sociopolitical Reconciliation Part 2 Part I: As Generations Pass: The Challenges of Long-Term Reconciliation in History Textbooks Chapter 3 Chapter One: The Trajectory of Reconciliation through History Education in Post-Unification Germany Chapter 4 Chapter Two: Teaching the Pacific War in Japanese Secondary Schools Chapter 5 Chapter Three: Canadian History Textbooks and the Portrayal of Canada's First Nations Part 6 Part II: Reconciliation in Process Chapter 7 Chapter Four: History Teaching and Reconciliation in Northern Ireland Chapter 8 Chapter Five: The Civil War and Franco Dictatorship in Spanish Secondary School History Textbooks Chapter 9 Chapter Six: Education and the Politics of History in Guatemala: Integrating "Memory of Silence" into the Curriculum? Part 10 Part III: Reconciliation Jeopardized, Undone or Not Yet Attained: Aspirational and Counter-Reconciliatory Cases Chapter 11 Chapter Seven: Secondary School History Texts: the Case of Russia Chapter 12 Chapter Eight: From Confrontation to Cooperation in the Two Koreas: The Role of History Education in Promoting Reconciliation Chapter 13 Chapter Nine: History Education and Reconciliation Issues In Contemporary India and Pakistan Chapter 14 Afterword
Elizabeth Cole is Assistant Director, TeachAsia, in the Education Division of Asia Society in New York City. She was Senior Program Officer at the Carnegie Council for Ethics in International Affairs from 2000-2005.
Can high school history texts "facilitate nonviolent coexistence
among people divided by the memory of pain and death"? These case
studies from ten countries are rich in hopeful, cautious, mixed
answers. High school history teachers should take courage from this
book, for theirs is a mission not often publicly celebrated: their
part in the healing of the wounds in our body politic. No country
should boast that it has no such wounds.
*Donald W. Shriver, Jr., President Emeritus, Union Theological
Seminary, and author of Honest Patriots: Loving A Country Enough to
Remember Its Misdeeds*
This outstanding new book provides the kind of concrete empirical
detail so lacking in studies of political ethics. The authors
reveal the role of history education as a means of supporting
reconciliation and, importantly, undermining it. Cole's
introductory essay locates the project in the multiple discourses
to which this book will contribute, giving the volume conceptual
and analytical coherence. Anyone interested in reconciliation,
conflict resolution, and the relationship of politics to history
education should own this book.
*Anthony F. Lang Jr., University of St. Andrews*
For anyone interested in transitional justice, national
reconstruction after mass violence, or multicultural politics,
Teaching the Violent Past is a source of insight and wisdom,
grounded in compelling case studies of the struggles over teaching
history in Germany, Japan, Canada, Spain, Northern Ireland, and
Guatemala. It includes probing chapters examining ongoing debates
over how Russia, North and South Korea, India and Pakistan should
teach their young about the past so that neither national pride nor
psychic wounds ends up fueling new violent conflicts. This book
offers vital examples of efforts to engage students in critical
confrontations with the complexity of the past.
*Martha Minow, Harvard Law School and author of Between Vengeance
and Forgiveness: Facing History After Genocide and Mass
Violence*
History educators, teacher educators, curriculum designers,
textbook writers, and scholars of conflict and peace studies will
benefit from these nine scholarly articles....Recommended.
*CHOICE, July 2008*
Cole provides an indispensable set of readings for anyone
interested in learning how teaching history in the schools relates
to healing after violence. Through their gathered chapters, the
authors show how any nation's future relates to what the next
generation learns about its past. Cole's collection offers a
powerful synthesis of multi-national points of view, which, taken
together, show how schools can reshape collective national
identities and influence reconciliation.
*Sarah Freedman, University of California at Berkeley*
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