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With Northern Ireland as her focal point, Margaret E. Smith
examines how group narratives are used in the field of history
education to address both future conflict prevention and
post-conflict rebuilding. Smith explores how divided societies can
use educational textbook reform to reconcile a narrative that
treats shared group histories as mutually exclusive. Northern
Ireland is an ideal case study, in part, because they have been
working on revising history teaching in schools, museums, and local
history societies since the 1970s. Learning from this process,
Smith encourages us to acknowledge that societal change does not
occur over night Smith proposes a stage theory of incremental
change and a vision for building educational reform directly into
brokered peace treaties. This synthetic approach recognizes how
difficult it can be to work with groups that feel threatened by
difference but also underscores the importance of finding practical
ways to move two conflicted groups to a place where their
mentalities can be intertwined into a joint story."
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