Abstract
This chapter addresses the functions of historical narratives and the politics of memory in education systems of fragile and post-conflict settings. Narratives about the contentious past as taught in history classes are considered an important part of the cultural capital and collective identity of a society, serving as a nation-building tool that unifies the “in-group” and glorifies its actions. Education is an important tool through which to shape the sense of self and the collective, and which goes hand in hand with the state’s nation-building strategy. This chapter demonstrates how the focus of educators and peacebuilders should not only be on the content of historical narratives and stories, but also on the dynamics of how they are told and how they are interpreted. Although historical narratives and stories have the potential to reinforce divisions, joint and collaborative efforts between conflicting parties can be a way around this. The chapter is structured in three sections. First, discussion focuses on how historical narratives shape identities based on the “Us versus Them” dichotomy. Then, the chapter delves into sources of memory transmission and mediators of meaning as agents of change in fragile and post-conflict societies. Lastly, the chapter offers alternative solutions to the negative impact of historical memory within educational systems and beyond.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Aiken, Nevin T. 2013. Identity, Reconciliation and Transitional Justice: Overcoming Intractability in Divided Societies. Abingdon: Routledge.
Allport, Gordon W. 1979. The Nature of Prejudice: 25th Anniversary Edition. Unabridged ed. New York: Basic Books.
Assmann, Aleida. 2008. Transformations between History and Memory. Social Research 75 (1): 49–72. doi:10.2307/40972052.
Assmann, J., and J. Czaplicka. 1995. Collective Memory and Cultural Identity. New German Critique 65: 125–133.
Axelrod, Robert. 1997. The Complexity of Cooperation: Agent-Based Models of Competition and Collaboration. 1st Printing. Princeton, NJ: Princeton University Press.
Bakhtin, M.M. 1982. The Dialogic Imagination: Four Essays. Austin, TX: University of Texas Press.
Bartoli, Andrea, Lan Bui-Wrzosinska, and Andrzej Nowak. 2010. Peace is in Movement: A Dynamical Systems Perspective on the Emergence of Peace in Mozambique. Peace and Conflict: Journal of Peace Psychology 16 (2): 211–230.
Bourdieu, Pierre. 1973. Cultural Reproduction and Social Reproduction. In Knowledge, Education, and Cultural Change: Papers in the Sociology of Education, ed. Richard Brown, 71–112. London: Tavistock Publications.
Bradley, Martin K. 2007. Under the Loving Care of the Fatherly Leader: North Korea and the Kim Dynasty. 2nd ed. New York: Thomas Dunne Books.
Branscombe, N.R., and B. Doosje. 2004. Collective Guilt: International Perspectives. Cambridge: Cambridge University Press.
Cole, Elizabeth A., and Judy Barsalou. 2006. Unite or Divide? The Challenges of Teaching History in Societies Emerging from Violent Conflict. United States Institute of Peace, June 1. http://www.usip.org/publications/unite-or-divide-the-challenges-teaching-history-in-societies-emerging-violent-conflict
Cronon, W. 1992. A Place for Stories: Nature, History, and Narrative. The Journal of American History 78 (4): 1347–1376.
Danesh, Hossain B. 2006. Towards an Integrative Theory of Peace Education. Journal of Peace Education 3 (1): 55–78.
Davies, Lynn. 2003. Education and Conflict: Complexity and Chaos. Routledge. https://books.google.com/books?id=dztdFup3WVgC&dq=parents+and+teachers+approach+to+conflict+and+violence+in+post-conflict+societies&lr=
Delpit, Lisa. 2006. Other People’s Children: Cultural Conflict in the Classroom. London: The New Press.
Deutsch, Morton. 1973. The Resolution of Conflict: Constructive and Destructive Processes. New Haven: Yale University Press.
Deutsche Welle Staff. 2006. Germany, France Write History Together. Deutsche Welle, May 7. http://www.dw.com/en/germany-france-write-history-together/a-1993865
Dukić, Ivan, Kresimir Erdelja, and Igor Stojaković. 2005. Croatian History. Zagreb: Školska knjiga.
Erdelja, Krešimir, and Igor Stojaković. 2007. Tracing the Past. Zagreb: Školska knjiga.
———. 2009. Steps Through Time. Zagreb: Skolska knjiga.
Freire, Paulo. 1972. Pedagogy of the Oppressed. Freiburg im Breisgau: Herder and Herder.
Gallagher, T. 2004. After the War Comes Peace? An Examination of the Impact of the Northern Ireland Conflict on Young People. Journal of Social Issues 60 (3): 629–642.
Gay, Paul Du, and Stuart Hall. 1996. Questions of Cultural Identity. London: SAGE.
George Washington University. 2017. Issues: History Textbooks. Memory and Reconciliation in Asia-Pacific. Accessed February 20. https://www2.gwu.edu/~memory/issues/index.html
Gergen, Kenneth J. 2009. Relational Being: Beyond Self and Community. 1st ed. New York: Oxford University Press.
Grahek, Martina. 2005. Bleiburg i Križni put u hrvatskim udžbenicima povijesti. In Dijalog povjesničara-istoričara, ed. Hans-Georg Fleck and Igor Graovac, vol. 9, 641–663. Zagreb: Friedrich Naumann Stiftung.
Gries, Peter Hays, Jennifer L. Prewitt-Freilino, Luz-Eugenia Cox-Fuenzalida, and Qingmin Zhang. 2009. Contentious Histories and the Perception of Threat: China, the United States, and the Korean War—An Experimental Analysis. Journal of East Asian Studies 9 (3): 433–465.
Gruber, Barbara. 2006. Joint German-French History Book a History-Maker Itself. DW.COM. July 10. http://www.dw.com/en/joint-german-french-history-book-a-history-maker-itself/a-2078903
Heine, S. 1994. History, Transhistory, and Narrative History: A Postmodern View of Nishitani’s Philosophy of Zen. Philosophy East and West 44 (2): 251–278.
Hicks, George. 1997. The Comfort Women: Japan’s Brutal Regime of Enforced Prostitution in the Second World War. London: W. W. Norton & Company.
Hsu, Yvonne Park. 1993. Comfort Women from Korea: Japan’s World War II Sex Slaves and the Legitimacy of Their Claims for Reparations. Pacific Rim Law & Policy Journal 2 (1): 97.
Jabri, Vivienne. 1996. Discourses on Violence: Conflict Analysis Reconsidered. Manchester: Manchester University Press.
Jones, L. 2004. Then They Started Shooting: Growing Up in Wartime Bosnia. Cambridge, MA: Harvard University Press.
Koren, Snjezana. 2009. History Education between History and Memory. In Culture of Memory: 1945, ed. Zdenko Radelic and Nenad Zakosek. Zagreb: Feroproms.
Korostelina, Karina. 2007. Identity, Morality, and Threat: Studies in Violent Conflict. Lanham, MD: Lexington Books.
———. 2008. History Education and Social Identity. Identity 8 (1): 25–45. doi:10.1080/15283480701787327.
Luke, Allan. 1988. Literacy, Textbooks, and Ideology: Postwar Literacy Instruction and the Mythology of Dick and Jane. New York: Falmer Press.
Manojlovic, Borislava. 2010. Dealing with Complexities of Identity Conflict: Contentious Narratives and Possibilities of Their Transformation. Human Security Perspectives Journal 1 (March): 1–16.
———. 2013. Search for Positive Peace in Eastern Slavonia: Contentious Historical Discourses and School Communities. Dissertation. School for Conflict Analysis and Resolution, GMU.
Manson, Steven. 2001. Simplifying Complexity: A Review of Complexity Theory. Geoforum 32 (3): 405–414.
Marko-Stöckl, E. 2007. My Truth, Your Truth – Our Truth? The Role of Truth Commissions and History Teaching for Reconciliation. MIRICO: Human and Minority Rights in the Life Cycle of Ethnic Conflicts, Graz.
Marquand, Robert. 2005. Anti-Japan Protests Jar an Uneasy Asia. Christian Science Monitor, April 11. http://www.csmonitor.com/2005/0411/p01s04-woap.html
Pettigrew, T.F. 1998. Intergroup Contact Theory. Annual Review of Psychology 49 (1): 65–85.
Pettigrew, T.F., and L.R. Tropp. 2000. Does Intergroup Contact Reduce Prejudice: Recent Meta-Analytic Findings. http://psycnet.apa.org/psycinfo/2000-03917-004
Pollman, Mina. 2015. Why Japan’s Textbook Controversy is Getting Worse. The Diplomat, April 8. http://thediplomat.com/2015/04/why-japans-textbook-controversy-is-getting-worse/. Accessed December 24.
Renesch, John, and Sarita Chawla. 2006. Learning Organizations: Developing Cultures for Tomorrow’s Workplace. New York: Productivity Press.
Roberts, Geoffrey. 2001. The History and Narrative Reader. Abingdon, UK: Routledge.
Romeu, Maria Gabriela. 2013. The Japanese History Textbook Controversy Amid Post-war Sino-Japanese Relations. FIU Electronic Theses and Dissertations. http://digitalcommons.fiu.edu/etd/849/?utm_source=digitalcommons.fiu.edu%2Fetd%2F849&utm_medium=PDF&utm_campaign=PDFCoverPages
Rothbart, Daniel, and K.V. Korostelina. 2006. Identity, Morality, and Threat: Studies in Violent Conflict. Lanham: Lexington Books.
Rouhana, N.N., and D. Bar-Tal. 1998. Psychological Dynamics of Intractable Ethnonational Conflicts: The Israeli–Palestinian Case. American Psychologist 53 (7): 761.
Sachs, Judyth. 2001. Teacher Professional Identity: Competing Discourses, Competing Outcomes. Journal of Education Policy 16 (2): 149–161. doi:10.1080/02680930116819.
Sadigbayli, Rovshan. 2006. Peace Education as a Coexistence and Reconciliation Tool: The Context of the Conflict between Armenia and Azerbaijan. Master’s Capstone Projects, January, 89.
Seixas, Peter. 1993. Historical Understanding among Adolescents in a Multicultural Setting. Curriculum Inquiry 23 (3): 301. doi:10.2307/1179994.
Seixas, Peter C. 2004. Theorizing Historical Consciousness. Toronto: University of Toronto Press.
Senehi, Jessica Joy. 2000. Constructive Storytelling: Building Community, Building Peace. New York: Syracuse University.
Smith, Margaret Eastman. 2005. Reckoning with the Past: Teaching History in Northern Ireland. Toronto: Lexington Books.
Smith, R.M. 2003. Stories of Peoplehood: The Politics and Morals of Political Membership. Cambridge: Cambridge University Press.
Somers, Margaret R. 1994. The Narrative Constitution of Identity: A Relational and Network Approach. Theory and Society 23 (5): 605–649. doi:10.1007/BF00992905.
Tajfel, Henri, and John C. Turner. 2004. The Social Identity Theory of Intergroup Behavior. In Political Psychology: Key Readings, Key Readings in Social Psychology, 276–293. New York: Psychology Press.
Volkan, Vamik D. 1997. Bloodlines: From Ethnic Pride to Ethnic Terrorism. 1st ed. New York: Farrar, Straus and Giroux.
———. 1998. Bloodlines: From Ethnic Pride To Ethnic Terrorism. New York: Basic Books.
Weinstein, Harvey M., Sarah Warshauer Freedman, and Holly Hughson. 2007. School Voices: Challenges Facing Education Systems after Identity-Based Conflicts. Education, Citizenship and Social Justice 2 (1): 41–71. doi:10.1177/1746197907072128.
Wertsch, James V. 2002. Voices of Collective Remembering: Test. Cambridge University Press. https://books.google.com/books/about/Voices_of_Collective_Remembering.html?id=J25k7yR_mHAC
———. 2008. Collective Memory and Narrative Templates. Social Research 75 (1): 133–156. doi:10.2307/40972055.
Yoshimi, Yoshiaki. 2000. Comfort Women: Sexual Slavery in the Japanese Military During World War II. Chichester: Columbia University Press.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2018 The Author(s)
About this chapter
Cite this chapter
Manojlovic, B. (2018). Historical Narratives, Politics of Memory, and Education. In: Education for Sustainable Peace and Conflict Resilient Communities. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-57171-3_2
Download citation
DOI: https://doi.org/10.1007/978-3-319-57171-3_2
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-319-57170-6
Online ISBN: 978-3-319-57171-3
eBook Packages: Political Science and International StudiesPolitical Science and International Studies (R0)