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Heritage, as an area of research and learning, often deals with
difficult historical questions, due to the strong emotions and
political commitments that are often at stake. In this, it poses
particular challenges for teachers, museum educators and the
publics they serve. Guided by a shared focus on these "sensitive
pasts," the contributors to this volume draw on new theoretical and
empirical research to provide valuable insights into heritage
pedagogy. Together they demonstrate the potential of heritage as a
historical-educational domain that transcends myopic patriotism,
parochialism and simplistic relativism, helping to enhance critical
and sophisticated historical thinking.
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