This book analyses the role of history education in conflict and
post-conflict societies, describing common history textbook
projects in Europe, the Balkans, the Caucasus, the Far East and the
Middle East.
Ever since the emergence of the modern school system and the
implementation of compulsory education, textbooks have been seen as
privileged media. The knowledge they convey is relatively
persistent and moreover highly selective: every textbook author
must choose and omit, condense, structure, reduce, and generalize
information. Within this context, "history "textbooks are often at
the centre of interest. There are unquestionably significant
differences regarding homogeneity or plurality of interpretations
when concepts of history education are compared
internationally.
This volume conducts a comparative analysis of common history
projects in different countries and provides conceptual frameworks
and methodological tools for enhancing the roles of these projects
in the processes of conflict prevention and resolution. This book
is timely, as issues of history education in conflict and
post-conflict societies are becoming more popular with the
increased realisation that unresolved disagreements about
historical narratives can, and often do, lead to renewed conflict
or even violence.
This book will be of interest to students of peace studies and
conflict resolution, political science, history, sociology,
anthropology, social psychology, and international relations in
general.
General
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