ABSTRACT
In this chapter, the author draws on diverse sources of evidence, ranging from empirical studies to curriculum policy documents and media coverage. When referring to difficult histories it appears most authors are first concerned with content: most notably, the encounter with accounts of trauma and traumatic events. When referring to appropriate and effective methods for teaching difficult histories, some main trends appear. Publicized silencing campaigns define what is not to be said, while low-profile curricular directives smooth and streamline what started out as comparatively daring attempts to tackle difficult histories. The social psychological perspective is somewhat more useful in a discussion of the characteristics and effects of learning difficult histories. Effects of encounters with difficult history on attitudes are somewhat complex. Historical topics undermining strongly held beliefs and religious convictions may prove to be difficult for both teachers and learners.
