The Resource (Re)constructing memory : education, identity, and conflict, editied by Michelle J. Bellino (University of Michigan, Ann Arbor, Michigan, USA) and James H. Williams (The George Washington University, Washington, DC, USA)

(Re)constructing memory : education, identity, and conflict, editied by Michelle J. Bellino (University of Michigan, Ann Arbor, Michigan, USA) and James H. Williams (The George Washington University, Washington, DC, USA)

Label
(Re)constructing memory : education, identity, and conflict
Title
(Re)constructing memory
Title remainder
education, identity, and conflict
Statement of responsibility
editied by Michelle J. Bellino (University of Michigan, Ann Arbor, Michigan, USA) and James H. Williams (The George Washington University, Washington, DC, USA)
Title variation
Reconstructing memory
Title variation remainder
education, identity, and conflict
Contributor
Editor
Subject
Genre
Language
eng
Summary
How do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls? What kinds of curricular representations of conflict contribute to the construction of national identity, and what kinds of encounters challenge presumed boundaries between us and them? Through contemporary and historical case studies{u2014}drawn from Cambodia, Egypt, Northern Ireland, Peru, and Rwanda, among others{u2014}this collection explores how societies experiencing armed conflict and its aftermath imagine education as a space for forging collective identity, peace and stability, and national citizenship. In some contexts, the erasure of conflict and the homogenization of difference are central to shaping national identities and attitudes. In other cases, collective memory of conflict functions as a central organizing frame through which citizenship and national identity are (re)constructed, with embedded messages about who belongs and how social belonging is achieved. The essays in this volume illuminate varied and complex inter-relationships between education, conflict, and national identity, while accounting for ways in which policymakers, teachers, youth, and community members replicate, resist, and transform conflict through everyday interactions in educational spaces
Cataloging source
N$T
Dewey number
371.3/2
Illustrations
illustrations
Index
index present
LC call number
LB3045
LC item number
.R434 2017
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
Series statement
Reconstructing memory: school textbooks, identity, and the pedagogies and politics of imagining commumity
Label
(Re)constructing memory : education, identity, and conflict, editied by Michelle J. Bellino (University of Michigan, Ann Arbor, Michigan, USA) and James H. Williams (The George Washington University, Washington, DC, USA)
Publication
Copyright
Antecedent source
unknown
Bibliography note
Includes bibliographical references and index
http://library.link/vocab/branchCode
  • net
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
Foreword to the Series: (Re)Constructing Memory: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community -- Acknowledgments -- Introduction -- Section 1: Nation-Building Projects in the Aftermath of Intimate Conflict -- What Framing Analysis Can Teach Us about History Textbooks, Peace, and Conflict: The Case of Rwanda -- Ideologies Inside Textbooks: Vietnamization and Re-Khmerization of Political Education in Cambodia during the 1980s -- Construction(s) of the Nation in Egyptian Textbooks: Towards an Understanding of Societal Conflict -- Section 2: Colonialism, Imperialism, and Their Enduring Conflict Legacies -- Creating a Nation without a Past: Secondary-School Curricula and the Teaching of National History in Uganda -- From 2Civilizing Force3 to 2Source of Backwardness3: Spanish Colonialism in Latin American School Textbooks -- The Crusades in English History Textbooks 1799{u2013}2002: Some Criteria for Textbook Improvement and Representations of Conflict -- History Education, Domestic Narratives, and China{u2019}s International Behavior -- Section 3: Interaction and Integration in Divided Societies -- Addressing Conflict and Tolerance through the Curriculum -- Learning to Think Historically through a Conflict-Based Biethnic Collaborative Learning Environment -- Section 4: The Democratic Role of Schools as Mediating Institutions in Society -- Living with Ghosts, Living Otherwise: Pedagogies of Haunting in Post-Genocide Cambodia -- When War Enters the Classroom: An Ethnographic Study of Social Relationships Among School Community Members on the Colombian{u2013}Ecuadorian Border -- From Truth to Textbook: The Peruvian Truth and Reconciliation Commission, Educational Resources, and the Challenges of Teaching about Recent Conflict -- Nation, Supranational Communities, and the Globe: Unifying and Dividing Concepts of Collective Identities in History Textbooks -- Index
Control code
ocn972530233
Dimensions
unknown
Extent
1 online resource (xi, 339 pages)
File format
unknown
Form of item
online
Isbn
9789463008600
Level of compression
unknown
Media category
computer
Media MARC source
rdamedia
Media type code
c
Other physical details
illustrations
Quality assurance targets
not applicable
http://library.link/vocab/recordID
.b36594593
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
System control number
  • (OCoLC)972530233
  • pebc9463008608

Library Locations

    • Deakin University Library - Geelong Waurn Ponds CampusBorrow it
      75 Pigdons Road, Waurn Ponds, Victoria, 3216, AU
      -38.195656 144.304955
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