History Education and Conflict Transformation Social Psychological Theories, History Teaching and Reconciliation /

History Education and Conflict Transformation Social Psychological Theories, History Teaching and Reconciliation /

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This book is open access under a CC BY 4.0 license. This volume discusses the effects, models and implications of history teaching in relation to conflict transformation and reconciliation from a social-psychological perspective. Bringing together a mix of established and young researchers and acade...

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Bibliographic Details
Corporate Author: SpringerLink (Online service)
Other Authors: Psaltis, Charis (Editor), Carretero, Mario (Editor), Čehajić-Clancy, Sabina (Editor)
Format: Electronic eBook
Language:English
Published: Cham : Springer International Publishing : Imprint: Palgrave Macmillan, 2017.
Edition:1st ed. 2017.
Subjects:
Education > History.
Teachers > Training of.
Personality.
Difference (Psychology).
Educational psychology.
Europe > History.
History of Education.
Teaching and Teacher Education.
Personality and Differential Psychology.
Educational Psychology.
European History.
Online Access:Link to Metadata
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Table of Contents:
  • Chapter 1. Conflict Transformation and History Teaching: Social Psychological Theory and Its Contributions; Charis Psaltis, Mario Carretero & Sabina Čehajić-Clancy
  • PART I: Global and Regional Perspectives on Textbook Writing, Civil Society Organizations and Social Representations
  • Chapter 2. History Textbook Writing in Post-Conflict Societies: From Battlefield to Site and Means of Conflict Transformation ; Denise Bentrovato
  • Chapter 3. Confronting History and Reconciliation: A Review of Civil Society's Approaches to Transforming Conflict Narratives; Rezarta Bilali & Rima Mahmut
  • Chapter 4. Social Representations of the Past in Post-Conflict Societies: Adherence to Official Historical Narratives and Distrust through Heightened Threats; Charis Psaltis, Renata Franc, Anouk Smeekes, Maria Ioannou & Iris Žeželj
  • PART II. Social Psychological Perspectives of Perpetrators and Victims
  • Chapter 5. Power Struggles in the Remembering of Historical Intergroup Conflict: Hegemonic and Counter-Narratives about the Argentine "Conquest of the Desert"; Alicia Barreiro, Cecilia Wainryb & Mario Carretero
  • Chapter 6. When History Teaching Turns into Parrhesia: The Case of Italian Colonial Crimes; Giovanna Leone
  • Chapter 7. How to Teach about the Holocaust? Psychological Obstacles in Historical Education in Poland and Germany; Michal Bilewicz, Marta Witkowska, Silviana Stubig, Marta Beneda & Roland Imhoff
  • PART III: Textbook and Teacher Perspectives in Post-Transition and Post-Conflict SocietiesChapter 8. History Teaching as 'Propaganda'? Teachers' Communication Styles in Post-Transition Societies; Katrin Kello & Wolfgang Wagner
  • Chapter 9. A Clash of Communication? Intervening in Textbook Writing and Curriculum Development in Bosnia and Herzegovina after the War of 1992-1995; Falk Pingel
  • Chapter 10. Textbook Narratives and Patriotism in Belarus; Anna Zadora
  • PART IV: Pedagogical Approaches to History Teaching and Reconciliation
  • Chapter 11. The Official, the Empathetic, and the Critical: Three Approaches to History Teaching and Reconciliation in Israel; Tsafrir Goldberg
  • Chapter 12. The Potential Role of Social Psychology in History Teaching after Conflict: Exploring two History Education Projects Aiming to Improve Community Relations in Northern Ireland; Alan McCully & Jackie Reilly
  • Chapter 13. Formal and Non-formal Reform Efforts of History Teaching in Cyprus: Openings and Closures for Dangerous Memories and Reconciliation Pedagogies; Michalinos Zembylas & Hakan Karahasan
  • Chapter 14. Concluding Commentary: The Teaching of Recent and Violent Conflicts as a Challenge for History Education; Mario Carretero.

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