ABSTRACT
Grounded in a critical sociocultural approach, this volume examines issues associated with teaching and learning difficult histories in international contexts. Defined as representations of past violence and oppression, difficult histories are contested and can evoke emotional, often painful, responses in the present. Teaching and learning these histories is contentious yet necessary for increased dialogue within conflict-ridden societies, reconciliation in post-conflict societies, and greater social cohesion in long-standing democratic nations. Focusing on locations and populations across the globe, chapter authors investigate how key themes—including culture, identity, collective memory, emotion, and multi-perspectivity, historical consciousness, distance, and amnesia—inform the teaching and learning of difficult histories.
TABLE OF CONTENTS
section 1|63 pages
Re-Presentations of Difficult Histories
chapter 3|14 pages
“Argue the Contrary for the Purpose of Getting a PhD”
section 2|64 pages
Teaching and Learning Indigenous Histories
chapter 6|14 pages
Pedagogies of Forgetting
chapter 7|14 pages
“People Are Still Grieving”
chapter 8|13 pages
“That’s Not My History”
section 3|64 pages
Teachers and Teaching Difficult Histories
chapter 10|15 pages
Teaching History and Educating for Citizenship
chapter 11|14 pages
Teacher Understandings of Political Violence Represented in National Histories
chapter 12|14 pages
Teacher Resistance Towards Difficult Histories
section 4|45 pages
History and Identity