International perspectives on teaching rival histories : pedagogical responses to contested narratives and the history wars /
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...
| Other Authors: | , , , |
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| Format: | Book |
| Language: | English |
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London :
This Palgrave Macmillan imprint is published by Springer Nature,
[2017]
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| Subjects: |
Table of Contents:
- English-Speaking Quebec, the Teaching of Official History, and a Quest for Narrative Vitality English-Speaking Quebec's Need for a Narrative Tool; Historical Consciousness and Narrative Templates; Taking Critical Distance from Knowledge Claims as a Responsible Use of Templates; Conclusion; Notes; Chapter 7: Mediating Collective Memories and Official Histories in Conflict-Affected Societies: Pedagogical Responses to "Individual" Narratives and Competing Collective Memories; Introduction; Sociopolitical Backgrounds; Israel; Cyprus; A Brief Note on Methodology; Two Classroom Events; Event One
- Foreword; Contents; Notes on Contributors ; List of Figures ; List of Tables ; Chapter 1: Introduction: Epistemology of Rival Histories; The Approach; The Parts of the Book; Notes; Part I: Historical Cultures and National Histories; Chapter 2: An Early Attempt to Approach Rival Histories: Epistemological Impediments to Transnational History Teaching-A Scandinavian Example; Introduction; Truth and Different Versions of It; Agency, Groups, and Responsibility; Conclusions; Notes; Chapter 3: The Lure of Grand Narratives: A Dilemma for History Teachers; Introduction
- History Education and Collective MemoryHistory Education and Popular Historical Cultures; Specific Tasks of History Education Between Historical Cultures; Bridges Between History Education and the Variety of Historical Cultures: The Disciplinary Approach as an Option; Conclusion; Notes; Part II: Official Histories in Multicultural Societies; Chapter 5: Text and Contexts: Pedagogical Practices for a History Textbook Lesson on the 1947 British India Partition; Introduction: Practice, Memory and History Education; Context: 1947 Memories of Conflict and Collective Violence
- Shifting Narratives of Partition Memories in School TextbooksMethodological Considerations: Three Teachers; Rashmi; Samira; Pema Choden; Teachers' Voices; Reproducing the Collective Memory and Rejecting the Textbook Content; Challenging the Collective Memory and Appropriating the Textbook Content; Reframing the Collective Memory and Textbook Content; Discussion and Conclusion; Notes; Chapter 6: Teaching History for Narrative Space and Vitality: Historical Consciousness, Templates, and English-Speaking Quebec
- The Fields of Making History, Narrative Form and Grand NarrativesEpistemological Unsustainability of Grand Narratives; Ethical Questionability of Grand Narratives; Hegemonic Canons as Politics of History Education; History Educators Combating Grand Narratives and Hegemonic Canons; Deliberative Discourse for History Classrooms; Concluding Remarks; Notes; Chapter 4: Bridging History Education and the Diversity of Historical Cultures; Introduction; Children, Young People, and Historical Cultures; School Education: Encountering the Multiple Genres and Levels of Historical Culture(s)