Affiliation:
1. Georg Eckert Institut für internationale Schulbuchforschung, Germany
Abstract
International school textbook revision and research became a professional academic activity after the First World War. It broadened its scope and methodological approaches considerably after the collapse of the bipolar world. Today, a number of different agencies, such as international governmental institutions, NGOs, and academic as well as pedagogical institutions, are involved in projects on the revision of history teaching in postconflict societies. This article examines the pros and cons of different project designs, focusing on the sometimes contradictory aims projects are expected to achieve and on the interplay between the various agencies. Examples highlighting the reconstruction and reconciliation process are taken from Bosnia and Herzegovina, Israel-Palestine, and Rwanda and South Africa.
Subject
General Social Sciences,Sociology and Political Science
Reference20 articles.
1. Arlow, M. 2004. Citizenship education in a divided society: The case of Northern Ireland. In Education, conflict and social cohesion , ed. S. Tawil and A. Harley, 225-313. Geneva, Switzerland: UNESCO International Bureau of Education.
2. Attitudes toward justice and social reconstruction in Bosnia and Herzegovina and Croatia
3. Neighbors again? Intercommunity relations after ethnic cleansing
4. Confronting the past in Rwandan schools
Cited by
46 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献