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This book explores how the expectations of historical justice
movements and processes are understood within educational contexts,
particularly history education. In recent years, movements for
historical justice have gained global momentum and prominence as
the focus on righting wrongs from the past has become a feature of
contemporary politics. This imperative has manifested in globally
diverse contexts including societies emerging from recent, violent
conflict, but also established democracies which are increasingly
compelled to address the legacies of colonialism, slavery,
genocides, and war crimes, as well as other forms of protracted
discord. This book examines historical justice from an educational
perspective, exploring the myriad ways that education is understood
as a site of historical injustice, as well as a mechanism for
redress. The editors and contributors analyse the role of history
education in processes of historical justice broadly, exploring
educational sites, policies, media, and materials. This edited
collection is a unique and important touchstone volume for
scholars, policy-makers, practitioners, and teachers that can guide
future research, policy, and practice in the fields of historical
justice, human rights and history education.
This book explores how the expectations of historical justice
movements and processes are understood within educational contexts,
particularly history education. In recent years, movements for
historical justice have gained global momentum and prominence as
the focus on righting wrongs from the past has become a feature of
contemporary politics. This imperative has manifested in globally
diverse contexts including societies emerging from recent, violent
conflict, but also established democracies which are increasingly
compelled to address the legacies of colonialism, slavery,
genocides, and war crimes, as well as other forms of protracted
discord. This book examines historical justice from an educational
perspective, exploring the myriad ways that education is understood
as a site of historical injustice, as well as a mechanism for
redress. The editors and contributors analyse the role of history
education in processes of historical justice broadly, exploring
educational sites, policies, media, and materials. This edited
collection is a unique and important touchstone volume for
scholars, policy-makers, practitioners, and teachers that can guide
future research, policy, and practice in the fields of historical
justice, human rights and history education.
This book presents a survey of approaches to dealing with 'rival
histories' in the classroom, arguing that approaching this problem
requires great sensitivity to differing national, educational and
narrative contexts. Contested narratives and disputed histories
have long been an important issue in history-teaching all over the
world, and have even been described as the 'history' or 'culture'
wars. In this book, authors from across the globe ponder the
question "what can teachers do (and what are they doing) to address
conflicting narratives of the same past?", and puts an
epistemological issue at the heart of the discussion: what does it
mean for the epistemology of history, if it is possible to teach
more than one narrative? Divided into three sections that deal with
historical cultures, multicultural societies and
multiperspectivity, the chapters of the book showcase that dealing
with rival histories is very much dependent on context, and that
diverse teaching traditions and societal debates mean that
teachers' abilities in engaging with the teaching of rival
narratives are very different. The volume will be compelling
reading for students and researchers in the fields of education,
history, sociology and philosophy, as well as practising teachers.
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