Reconstruction after violence: How teachers and schools can deal with the legacy of the past

Perspectives in Education

Volumn 27, Issue 2, 2009, Pages 158-168

  Murphy, Karen ^a   Gallagher, Tony ^b  

^a International Programs for Facing History and Ourselves ^*

^b QUEEN'S UNIVERSITY BELFAST   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 70349540691     PISSN: 02582236     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (7)

1. For more information on this work, please see http://www.isisc.org/ public/chicago%20principles %20-%20final%20-%20may%209%202007.pdf. The Chicago Principles emerged as a joint project of the International Human Rights Law Institute, the Chicago Council on Global Affairs, the Istituto Superiore Internazionale di Scienze Criminali and the Association Internationale de Droit Penal, 2007.
2. See Education, Conflict and Social Cohesion by Sobhi Tawil and Alexandra Harley (2004). Geneva: UNESCO International Bureau of Education.
3. See the United States Institute of Peace, Unite or Divide? The challenges of teaching history in societies emerging from violent conflict, Judy Barsalou and Elizabeth Cole (2006). Special Report, No.163. "History education should be understood as an integral but underutilized part of transitional justice and social reconstruction. It can support or undermine the goals of tribunals, truth commissions and memorials, and other transitional justice mechanisms." http://www.usip.org/pubs/specialreports/srl63.html
4. See, for example, Teaching the violent past: History education and reconciliation, Elizabeth Cole (2007). Rowman & Littlefield. Cole offers a range of case studies that allow the reader to explore history education through the lens of textbooks. Cole takes up the issue of professional development (or how teachers learn to use these texts) in other writing.
5. http://www.scienceblog.com/community/older/2004/10/20049583.shtml. Also see Kitson's chapter in Teaching the violent past: History education and reconciliation, Elizabeth Cole (2007). Rowman & Littlefield.
6. Margot Strom (1994), Facing history and ourselves: Holocaust and human behavior, Facing History and Ourselves National Foundation.
7. Rebecca Westerfield, Pearlfishing: Diving for fragments. Hannah Arendl's contribution to the aeshetics and justice connection. Master's thesis, Stanford University, June, 2008, p. 44.