Details

Historical Justice and History Education

von: Matilda Keynes, Henrik Åström Elmersjö, Daniel Lindmark, Björn Norlin
149,79 €
Verlag:	Palgrave Macmillan
Format:	PDF
Veröffentl.:	21.07.2021
ISBN/EAN:	9783030704124
Sprache:	englisch

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Beschreibungen

Titelbeschreibung

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.<br>

Inhaltsverzeichnis

<div>Chapter 1. Introduction: Connecting Historical Justice and History Education; Matilda Keynes, Henrik Åström Elmersjö, Daniel Lindmark and Björn Norlin.- Part I: State-Sponsored Processes and Education.- Chapter 2. Recontextualizing historical injustice into education: The relationship between a White Paper and a textbook on the abuse of the Roma in Swedish history; Malin Arvidsson, Henrik Åström Elmersjö.- Chapter 3. Taking responsibility for the past: Theoretical and educational considerations, illustrated by South African experience; Sirkka Ahonen.- Chapter 4. Education and truth commissions: Patterns, possibilities and implications for historical justice; Julia Paulson, Michelle J. Bellino.- Part II: Historical Justice in Public History Spaces.- Chapter 5. The Hanaoka Incident and Practices of Local History and Memory Making in Northern Japan; Erik Ropers.- Chapter 6. Historical narratives and civic subjectification inthe aftermath of conflict; Daniela Romero-Amaya.- Chapter 7. Generating and Popularising Historical Knowledge in a Reconciliation Pro-cess: The Case of the Church of Sweden and the Sami; Björn Norlin, Daniel Lindmark.- Chapter 8. The role of commemoration in history and heritage: the legacy of the World War One Engagement Centres; Nicola Gauld, Ian Grosvenor.- Chapter 9. 9. Challenging ‘comfort women’ discourse: rethinking intersections of historical justice and history education; Anna-Karin Eriksson.- Chapter 10. Ethics and historical justice; Göran Collste.- Part III: Educational Materials: Textbooks, Curricula, Policy.- Chapter 11. Textbook Revisions as Educational Atonement? Possibilities and challenges of history education as a means to historical justice; Eleni Christodoulou.- Chapter 12. Redressing historical wrongs or replicating settler colonialism? Social studies curriculum reform in Canada; James Miles.-Chapter 13. Narrative Justice? Ten tools to deconstruct narratives about violent pasts; Angela Bermudez.- Chapter 14. History education, transitional justice and politics of reconciliation: Multi- and univocality around violent pasts in South African and Rwandan textbooks; Denise Bentrovato.- Part IV: Pedagogy, Teachers, and Students.- Chapter 15. Practicing reconciliation in a Canadian book club; Jonathan Anuik.- Chapter 16. Developing historical consciousness for social cohesion: How South African students learn to construct the relationship between past and present; Natasha Robinson.- Chapter 17. Historical justice and the Holocaust in history education; Andy Pearce, Stuart Foster.- Chapter 18. Do teachers care about historical justice? Teaching about the Holocaust, genocide, and colonialism in England; Heather Mann.- Chapter 19. Political good-will, moral lessons, historical justice? Upper secondary school students onthe motives and effects of historical apologies; Jan Löfström.</div>

Autorenportrait

<div><div><b>Matilda Keynes</b> is a Doctoral Researcher at the Australian Centre for Public History, University of Technology, Sydney, Australia. </div><div> </div><div><b>Henrik Åström Elmersjö </b>is Associate Professor of History and Education at the Department of Education, Umeå University, Sweden.</div><div><br></div><div><b>Daniel Lindmark</b> is Professor of History and Education at the Department of Historical, Philosophical and Religious Studies, Umeå University, Sweden.</div><div> </div><div><b>Björn Norlin</b> is Associate Professor of History and Education at the Department of Education, Umeå University, Sweden.</div><div><br></div></div>

Sonderbeitrag

Examines how expectations of historical justice movements are understood within educational contexts Draws together research from a multitude of global contexts to analyse the role of history education in processes of historical injustice Explores the many ways in which education is understood as both a site of historical injustice and a mechanism for redress

Unpublished endorsement

“Historical Justice and History Education comes at a critical juncture for the field of history education. With a diversity of voices and case studies, this collection offers critical new perspectives and provides important analysis about the possibilities and limitations of historical education as site for historical justice.”<div>—<b>Anna Clark</b>, Associate Professor, University of Technology, Sydney, Australia</div><div><br></div><div>“This groundbreaking collection explores the pivotal role of history education in dealing with issues of historical justice in a wide array of contexts.  What emerges is a rich picture of the transformation of social justice knowledge—from state-sponsored reconciliation projects, local memory, or other sources—into policy, materials, methods and prescriptions for schools, museums and memorial sites.  It underscores what we should already know: in this field there are no easy solutions.”</div><div>—<b>Peter Seixas</b>, Professor Emeritus, University of British Columbia, Canada</div><div><br></div><div>“It was Faulkner who noted that ‘the past is never dead. It isn't even past.’ This collection of essays shows the truth of Faulkner's insight across an array of national contexts. The ghastly sins of the past haunt our present. If we can muster the courage to look, clear-eyed, at these sins, we can use the past to seek justice, healing, and reconciliation in the present. This bracing volume offers hope that a sober reckoning can lead to a better tomorrow.”</div><div>—<b>Sam Wineburg</b>, Margaret James Professor of Education & History, Stanford University, USA</div><div><br></div><div>“This long overdue volume makes an outstanding contribution to historical justice practices by compiling case studies from many parts of the world. In taking into account the relationship between historical justice and history education it also offers a critical reflection on the role of historians in these practices. The cutting-edge chapters by leading experts valuably extend our knowledge within this field and add significantly to our understanding of reconciliation processes.”</div><div>—<b>Eckhardt Fuchs</b>, Professor, Director of the Georg Eckert Institute, Germany</div><div><br></div>