- Häftad (Paperback / softback)
- Antal sidor
- 1st ed. 2021
- Springer Nature Switzerland AG
- strm Elmersj, Henrik / Lindmark, Daniel
- 10 Tables, color; 5 Illustrations, color; 4 Illustrations, black and white; XXII, 435 p. 9 illus., 5
- 210 x 148 x 24 mm
- Antal komponenter
- 1 Paperback / softback
- 545 g
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Historical Justice and History Education1764
This book explores how the expectations of historical justice movements and processes are understood within educational contexts, particularly history education. In recent years, movements for historical justice have gained global momentum and prominence as the focus on righting wrongs from the past has become a feature of contemporary politics. This imperative has manifested in globally diverse contexts including societies emerging from recent, violent conflict, but also established democracies which are increasingly compelled to address the legacies of colonialism, slavery, genocides, and war crimes, as well as other forms of protracted discord. This book examines historical justice from an educational perspective, exploring the myriad ways that education is understood as a site of historical injustice, as well as a mechanism for redress. The editors and contributors analyse the role of history education in processes of historical justice broadly, exploring educational sites, policies, media, and materials. This edited collection is a unique and important touchstone volume for scholars, policy-makers, practitioners, and teachers that can guide future research, policy, and practice in the fields of historical justice, human rights and history education.
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Samerna och Svenska kyrkan : underlag för kyrkligt försoningsarbete
Daniel Lindmark, Olle Sundström, Carl Reinhold Bråkenhielm, Tore Johnsen, Björn Norlin
Rituella rum och heliga platser : historiska, samtida och litterära studier
Daniel Lindmark, Anders Persson
Matilda Keynes is a Doctoral Researcher at the Australian Centre for Public History, University of Technology, Sydney, Australia. Henrik Astroem Elmersjoe is Associate Professor of History and Education at the Department of Education, Umea University, Sweden. Daniel Lindmark is Professor of History and Education at the Department of Historical, Philosophical and Religious Studies, Umea University, Sweden. Bjoern Norlin is Associate Professor of History and Education at the Department of Education, Umea University, Sweden.
Chapter 1. Introduction: Connecting Historical Justice and History Education; Matilda Keynes, Henrik Astroem Elmersjoe, Daniel Lindmark and Bjoern Norlin.- Part I: State-Sponsored Processes and Education.- Chapter 2. Recontextualizing historical injustice into education: The relationship between a White Paper and a textbook on the abuse of the Roma in Swedish history; Malin Arvidsson, Henrik Astroem Elmersjoe.- Chapter 3. Taking responsibility for the past: Theoretical and educational considerations, illustrated by South African experience; Sirkka Ahonen.- Chapter 4. Education and truth commissions: Patterns, possibilities and implications for historical justice; Julia Paulson, Michelle J. Bellino.- Part II: Historical Justice in Public History Spaces.- Chapter 5. The Hanaoka Incident and Practices of Local History and Memory Making in Northern Japan; Erik Ropers.- Chapter 6. Historical narratives and civic subjectification in the aftermath of conflict; Daniela Romero-Amaya.- Chapter 7. Generating and Popularising Historical Knowledge in a Reconciliation Pro-cess: The Case of the Church of Sweden and the Sami; Bjoern Norlin, Daniel Lindmark.- Chapter 8. The role of commemoration in history and heritage: the legacy of the World War One Engagement Centres; Nicola Gauld, Ian Grosvenor.- Chapter 9. 9. Challenging 'comfort women' discourse: rethinking intersections of historical justice and history education; Anna-Karin Eriksson.- Chapter 10. Ethics and historical justice; Goeran Collste.- Part III: Educational Materials: Textbooks, Curricula, Policy.- Chapter 11. Textbook Revisions as Educational Atonement? Possibilities and challenges of history education as a means to historical justice; Eleni Christodoulou.- Chapter 12. Redressing historical wrongs or replicating settler colonialism? Social studies curriculum reform in Canada; James Miles.- Chapter 13. Narrative Justice? Ten tools to deconstruct narratives about violent pasts; Angela Bermudez.- Chapter 14. History education, transitional justice and politics of reconciliation: Multi- and univocality around violent pasts in South African and Rwandan textbooks; Denise Bentrovato.- Part IV: Pedagogy, Teachers, and Students.- Chapter 15. Practicing reconciliation in a Canadian book club; Jonathan Anuik.- Chapter 16. Developing historical consciousness for social cohesion: How South African students learn to construct the relationship between past and present; Natasha Robinson.- Chapter 17. Historical justice and the Holocaust in history education; Andy Pearce, Stuart Foster.- Chapter 18. Do teachers care about historical justice? Teaching about the Holocaust, genocide, and colonialism in England; Heather Mann.- Chapter 19. Political good-will, moral lessons, historical justice? Upper secondary school students on the motives and effects of historical apologies; Jan Loefstroem.