ABSTRACT
This chapter reviews that briefly how 'difficult knowledge' is emotionally relevant in heritage and museum visitors' experiences, and looks at approach on emotion and affect in engagement with difficult heritage. It focuses on work from history education, especially in the area of textbook revisions, and outlines the different options that might be available in the context of reconciliation efforts. The chapter discusses the implications of considering these options in the context of heritage and museum visitors' experiences and the emotional regimes that might be elicited. It argues that the affective dimensions of engagement with difficult heritage, especially in reconciliation efforts, require critical analysis to understand the complex and often ambivalent nature of emotional regimes that might be invoked through such efforts. The chapter explores the possible set of feeling rules specifying how different options in reconciliation processes might elicit different emotional regimes in dealing with difficult heritage.
