History Teaching, 'Truth Recovery' and Reconciliation

Alan McCully

    Research output: Chapter in Book/Report/Conference proceedingChapter

    Abstract

    This article makes a case for the role of history education in facilitating productive remembering of the rcfdent conflict in Northern ireland and for similar work inother contexts. It argues that in the Northern ireland context historians and history educators have been conspicuous by their absence from the debates around how society should deal with the legacy of the conflict, and suggests that history teaching can make a specific contribution. An action plan is set out for a history education project in which students canm make use of an inquiry-based, disciplinary-specific approach to gather ordinary people's oral accounts of life during the recent conflict in order to gain multiple perspectives on the "Troubles". The author maintains that this kind of memory work could enable students to deepen and expand their understanding of the past and could also provide students with a foundation to reimagine the future.
    LanguageEnglish
    Title of host publicationMemory and Pedagogy
    EditorsClaudia Mitchell, Teresa Strong-Wilson, Kathleen Pithouse, Susann Allnutt
    Pages161-176
    Publication statusPublished - Dec 2010

    Fingerprint

    reconciliation
    Teaching
    history
    history of education
    student
    action plan
    historian
    educator
    education

    Keywords

    • History Teaching
    • Truth Recovery
    • Reconciliation
    • Oral history

    Cite this

    McCully, A. (2010). History Teaching, 'Truth Recovery' and Reconciliation. In C. Mitchell, T. Strong-Wilson, K. Pithouse, & S. Allnutt (Eds.), Memory and Pedagogy (pp. 161-176)
    McCully, Alan. / History Teaching, 'Truth Recovery' and Reconciliation. Memory and Pedagogy. editor / Claudia Mitchell ; Teresa Strong-Wilson ; Kathleen Pithouse ; Susann Allnutt. 2010. pp. 161-176
    @inbook{10252cbb58504e7fa1fb0eeb596db956,
    title = "History Teaching, 'Truth Recovery' and Reconciliation",
    abstract = "This article makes a case for the role of history education in facilitating productive remembering of the rcfdent conflict in Northern ireland and for similar work inother contexts. It argues that in the Northern ireland context historians and history educators have been conspicuous by their absence from the debates around how society should deal with the legacy of the conflict, and suggests that history teaching can make a specific contribution. An action plan is set out for a history education project in which students canm make use of an inquiry-based, disciplinary-specific approach to gather ordinary people's oral accounts of life during the recent conflict in order to gain multiple perspectives on the {"}Troubles{"}. The author maintains that this kind of memory work could enable students to deepen and expand their understanding of the past and could also provide students with a foundation to reimagine the future.",
    keywords = "History Teaching, Truth Recovery, Reconciliation, Oral history",
    author = "Alan McCully",
    note = "Reference text: Bakhtin M. M. (1982) The dialogic imagination: Four essays, Austin, TX: The University of Texas Press. Barton K.C. and McCully A. (2003) ‘History Teaching and the perpetuation of memories: the Northern Ireland Experience’, In E. Cairns and M. Roe (eds) The Role of Memory in Ethnic Conflict, Basingstoke: Palgrave MacMillan, 3-8. Barton K.C. and McCully A.W. (2005) ‘History, Identity and the School History Curriculum in Northern Ireland: An Empirical Study of Secondary Students’ Ideas and Perspectives’, Journal of Curriculum Studies, 37: 1, 85-116. Barton K.C. and Levstik L.S. (2004) Teaching History for the Common Good, London: Lawrence Erlbaum Associates. Barton K.C. and McCully A.W. (2010) ‘“You can form your own point of view”: Internally persuasive discourse in Northern Ireland students’ encounters with history’, Teachers’ College Record, 112: 1. Barton K.C. and McCully A.W. (2008) ‘“Trying to look at both sides”: Negotiating school and community history in Northern Ireland.’ Paper presented at the annual meeting of the American Educational Research Association New York, March, 2008. BBC Newsnight, television programme, 28 October, 2009 Cairns E. and Roe M. (2003) Introduction: Why Memories in Conflict? In E. Cairns E. and M. Roe (eds) The Role of Memory in Ethnic Conflict (pp.3-8), Basingstoke: Palgrave MacMillan, 3-8. Chapman A.R. (2007) ‘Afterward’ in E.A. Cole (ed.) Teaching the Violent Past: History Education and Reconciliation, Plymouth: Rowman and Littlefield Publishers Inc. Cole E.A. (2007) ‘Introduction: Reconciliation and History’ in E.A. Cole (ed.) Teaching the Violent Past: History Education and Reconciliation (pp.), Plymouth: Rowman and Littlefield Publishers Inc. Cole E.A. and Barsalou J. (2006) Unite or Divide? The Challenges of teaching History in Societies emerging from Violent Conflict, United States Institute for Peace. Online. Available HTTP: < http://www.usip.org/resources/unite-or-divide-challenges-teaching-history-societies-emerging-violent-conflict> (Accessed 30 October, 2009) Consultative Group on the Past (2009) Report of the Consultative Group on the Past, Presented to the Secretary of State for Northern Ireland, in accordance with the Terms of Reference given to the Consultative Group on the Past on 22 June 2007. Online. Available HTTP: <http://www.cgpni.org/fs/doc/Consultative{\%}20Group{\%}20on{\%}20the{\%}20Past{\%}20Full{\%}20Report.pdf> (Accessed 30 October, 2009) Conway M. (2003) Identifying the Past: An exploration of Teaching and Learning Sensitive issues in History at Secondary School Level, Educate, 4: 2, 66-79 Online. Available HTTP: http://www.educatejournal.org/index.php?journal=educate&page=issue&op=view&path{\%}5B{\%}5D=13 (Accessed 30 October, 2009) Council for Curriculum, Examinations and Assessment (CCEA) (2000) GCSE in History Specification, Belfast: CCEA. Council for Curriculum, Examinations and Assessment (CCEA) (2007) ‘History programme of Study at Key Stage 3’. Online. Available HTTP http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/statutory_requirements/ks3_history.pdf (Accessed 30 October, 2009) Crawford K. (2000) ‘Researching the Ideological and Political Role of the History Textbook: Issues and Methods’, International Journal of Historical Learning and Research, 1:1, 81-92 Devine-Wright P. (2003) ‘A Theoretical Overview of memory and Conflict’ in E. Cairns E. and M. Roe (eds) The Role of Memory in Ethnic Conflict, Basingstoke: Palgrave MacMillan., 9-31. Education and Training Inspectorate (ETI) (2006) History Matters: report of a survey on the extent to which the teaching of history in post-primary schools helps prepare young people to live in Northern Ireland’s divided and increasingly pluralist society, Bangor: Department of Education, Northern Ireland. Eyben K., Morrow D., Wilson D. and Robinson B. (2002) The Equity, Diversity and Interdependence Framework; a Framework for Organisational Learning and Change, Coleraine: University of Ulster. Gallagher A. (2004) Education in Divided Societies, Basingstoke: Palgrave MacMillan. Gown R. (2007) ‘Looking in the Right Direction’, NIHRC Review, Magazine of the Northern Ireland Human Rights Commission, 6, 15-16. Hamber B. (2007) ‘Dealing with the Past: Time to Move to a New Level’, NIHRC Review, Magazine of the Northern Ireland Human Rights Commission, 6, 13. Janmaat J.G. (2007) ‘The ethnic ‘other’ in Ukrainian history textbooks: the case of Russia and the Russians’, Compare, 37:3, 307-24. Kitson A. (2003) ‘History Education and Reconciliation in Northern Ireland’ in E.A. Cole (ed.) Teaching the Violent Past: History Education and Reconciliation, Plymouth: Rowman and Littlefield Publishers Inc. Kitson A. and McCully A. (2005) ‘ “You hear about it for real in school.” Avoiding, containing and risk-taking in the history classroom, Teaching History, 120, 32-37. Lee P. and Shemilt D. (2007) ‘New Alchemy or Fatal Attraction?: History and Citizenship’ Teaching History, 129, 14-19. Letourneau J. and Moisan S. (2004) ‘Young people’s assimilation of a collective historical memory: A case study of Quebeckers of French-Canadian Heritage’, P. Seixas (ed.) Theorizing Historical Consciousness, Toronto: University of Toronto Press, 109-128. McCombe J. (2006) ‘School History and the Introduction of Local and Global Citizenship into the School History Curriculum: the views of History teachers’, unpublished thesis, University of Ulster. McCully, A. (1997) ‘The Northern Ireland History Curriculum and National Identity’, in A. Pendry and C. O'Neill (eds) Principles and Practice: Analytical Perspectives on Curriculum Reform and Changing Pedagogy from History Teacher Educators, Standing Conference of History Teacher Educators: Lancaster, 37-44. McCully A. (1998) The Teaching of History in a Divided Community, Report of a European Teachers’ Seminar, Strasbourg, Council of Europe. McCully A. (2006) ‘Practitioner perceptions of their role in facilitating the handling of controversial issues in contested societies: a Northern Irish experience’, Educational Review, 58:1, 51-65. McCully A. and Pilgrim N. (2004) ‘ “They took Ireland away from us and we have to fight to get it back’’: Using fictional characters to explore the relationship between historical interpretation and contemporary attitudes’, Teaching History 114, 17-21. Magill C., Smith A. And Hamber B. (2009) The Role of Education in Reconciliation: The Perspectives of Young People in Bosnia and Herzegovina and Northern Ireland, Coleraine: University of Ulster. Minow M. (1998) Between Vengeance and Forgiveness: Facing History after Genocide and Mass Violence, Boston: Beacon Press. Mosberg, S. (2002) ‘Speaking of history: How adolescents use their knowledge of history in reading the daily news’, Cognition and Instruction, 20, 323-358. National Council for Curriculum and Assessment (NCCA) (2004) History Leaving Certificate: guidelines for Teachers, Dublin: An Ruin Oideachais Agus Eolaiochta. Phillips, R., Goalen, P., McCully, A. and Wood, S. (1999) ‘History Teaching, Nationhood and a British Identity; Past, Present and Future’, Compare, 29:2, 153-169. Porat, D.A. (2004) ‘It’s not written here, but this is what happened: Students’ cultural comprehension of textbook narratives on the Israeli-Arab conflict’, American Educational Research Journal, 41, 963-996. Seixas P. (2006) ‘Introduction’ in P. Seixas (ed.) Theorizing Historical Consciousness (pp.8-20) Toronto: University of Toronto Press. Shemilt D. (1980) History 13-16 Evaluation Study, Edinburgh, Holmes McDonald. Shriver D. (2003) Honest Patriots: Loving a Country Enough to Remember its Misdeeds, Oxford, Oxford University Press. Shriver D. ‘Truths for Reconciliation: An American Perspective’, paper accompanying a public lecture, UNESCO Centre, University of Ulster, Belfast. October 2007. Simon R. (2004) ‘The Pedagogical Insistence of Public Memory’ in P. Seixas (ed.) Theorizing Historical Consciousness,Toronto: University of Toronto Press, 183-201. Slater J. (1995) Teaching History in the New Europe, London: Council of Europe, Cassell. Smith A. and Vaux T. (2003) Education, Conflict and International Development, London: Department of International Development. Smith M.E. (2005) Reckoning with the past: Teaching History in Northern Ireland, Oxford: Lexington Books. Stradling R. (1996) The preparation and publication of new history textbooks for schools in European countries in democratic transition, Strasbourg: Council of Europe. Tawil S. and Harley A. (2004) (eds.) Education, Conflict and Social Cohesion, Geneva: International Bureau of Education, UNESCO. Walker B. (1996) Dancing to History’s Tune: History, Myth and Politics in Ireland, Belfast: Institute of Irish Studies, Queens University of Belfast. Wertsch J.V. (1998) Mind as Action, New York: Oxford University Press. Wertsch J.V. (2002) Voices of Collective Remembering, Cambridge: Cambridge University Press. Zajda J. (2007) ‘The new history school textbooks in the Russian Federation, 1992-2004’, Compare, 37:3, 291-306.",
    year = "2010",
    month = "12",
    language = "English",
    isbn = "978-0-415-88380-1",
    pages = "161--176",
    editor = "Claudia Mitchell and Teresa Strong-Wilson and Kathleen Pithouse and Susann Allnutt",
    booktitle = "Memory and Pedagogy",

    }

    McCully, A 2010, History Teaching, 'Truth Recovery' and Reconciliation. in C Mitchell, T Strong-Wilson, K Pithouse & S Allnutt (eds), Memory and Pedagogy. pp. 161-176.

    History Teaching, 'Truth Recovery' and Reconciliation. / McCully, Alan.

    Memory and Pedagogy. ed. / Claudia Mitchell; Teresa Strong-Wilson; Kathleen Pithouse; Susann Allnutt. 2010. p. 161-176.

    Research output: Chapter in Book/Report/Conference proceedingChapter

    TY - CHAP

    T1 - History Teaching, 'Truth Recovery' and Reconciliation

    AU - McCully, Alan

    N1 - Reference text: Bakhtin M. M. (1982) The dialogic imagination: Four essays, Austin, TX: The University of Texas Press. Barton K.C. and McCully A. (2003) ‘History Teaching and the perpetuation of memories: the Northern Ireland Experience’, In E. Cairns and M. Roe (eds) The Role of Memory in Ethnic Conflict, Basingstoke: Palgrave MacMillan, 3-8. Barton K.C. and McCully A.W. (2005) ‘History, Identity and the School History Curriculum in Northern Ireland: An Empirical Study of Secondary Students’ Ideas and Perspectives’, Journal of Curriculum Studies, 37: 1, 85-116. Barton K.C. and Levstik L.S. (2004) Teaching History for the Common Good, London: Lawrence Erlbaum Associates. Barton K.C. and McCully A.W. (2010) ‘“You can form your own point of view”: Internally persuasive discourse in Northern Ireland students’ encounters with history’, Teachers’ College Record, 112: 1. Barton K.C. and McCully A.W. (2008) ‘“Trying to look at both sides”: Negotiating school and community history in Northern Ireland.’ Paper presented at the annual meeting of the American Educational Research Association New York, March, 2008. BBC Newsnight, television programme, 28 October, 2009 Cairns E. and Roe M. (2003) Introduction: Why Memories in Conflict? In E. Cairns E. and M. Roe (eds) The Role of Memory in Ethnic Conflict (pp.3-8), Basingstoke: Palgrave MacMillan, 3-8. Chapman A.R. (2007) ‘Afterward’ in E.A. Cole (ed.) Teaching the Violent Past: History Education and Reconciliation, Plymouth: Rowman and Littlefield Publishers Inc. Cole E.A. (2007) ‘Introduction: Reconciliation and History’ in E.A. Cole (ed.) Teaching the Violent Past: History Education and Reconciliation (pp.), Plymouth: Rowman and Littlefield Publishers Inc. Cole E.A. and Barsalou J. (2006) Unite or Divide? The Challenges of teaching History in Societies emerging from Violent Conflict, United States Institute for Peace. Online. Available HTTP: < http://www.usip.org/resources/unite-or-divide-challenges-teaching-history-societies-emerging-violent-conflict> (Accessed 30 October, 2009) Consultative Group on the Past (2009) Report of the Consultative Group on the Past, Presented to the Secretary of State for Northern Ireland, in accordance with the Terms of Reference given to the Consultative Group on the Past on 22 June 2007. Online. Available HTTP: <http://www.cgpni.org/fs/doc/Consultative%20Group%20on%20the%20Past%20Full%20Report.pdf> (Accessed 30 October, 2009) Conway M. (2003) Identifying the Past: An exploration of Teaching and Learning Sensitive issues in History at Secondary School Level, Educate, 4: 2, 66-79 Online. Available HTTP: http://www.educatejournal.org/index.php?journal=educate&page=issue&op=view&path%5B%5D=13 (Accessed 30 October, 2009) Council for Curriculum, Examinations and Assessment (CCEA) (2000) GCSE in History Specification, Belfast: CCEA. Council for Curriculum, Examinations and Assessment (CCEA) (2007) ‘History programme of Study at Key Stage 3’. Online. Available HTTP http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/statutory_requirements/ks3_history.pdf (Accessed 30 October, 2009) Crawford K. (2000) ‘Researching the Ideological and Political Role of the History Textbook: Issues and Methods’, International Journal of Historical Learning and Research, 1:1, 81-92 Devine-Wright P. (2003) ‘A Theoretical Overview of memory and Conflict’ in E. Cairns E. and M. Roe (eds) The Role of Memory in Ethnic Conflict, Basingstoke: Palgrave MacMillan., 9-31. Education and Training Inspectorate (ETI) (2006) History Matters: report of a survey on the extent to which the teaching of history in post-primary schools helps prepare young people to live in Northern Ireland’s divided and increasingly pluralist society, Bangor: Department of Education, Northern Ireland. Eyben K., Morrow D., Wilson D. and Robinson B. (2002) The Equity, Diversity and Interdependence Framework; a Framework for Organisational Learning and Change, Coleraine: University of Ulster. Gallagher A. (2004) Education in Divided Societies, Basingstoke: Palgrave MacMillan. Gown R. (2007) ‘Looking in the Right Direction’, NIHRC Review, Magazine of the Northern Ireland Human Rights Commission, 6, 15-16. Hamber B. (2007) ‘Dealing with the Past: Time to Move to a New Level’, NIHRC Review, Magazine of the Northern Ireland Human Rights Commission, 6, 13. Janmaat J.G. (2007) ‘The ethnic ‘other’ in Ukrainian history textbooks: the case of Russia and the Russians’, Compare, 37:3, 307-24. Kitson A. (2003) ‘History Education and Reconciliation in Northern Ireland’ in E.A. Cole (ed.) Teaching the Violent Past: History Education and Reconciliation, Plymouth: Rowman and Littlefield Publishers Inc. Kitson A. and McCully A. (2005) ‘ “You hear about it for real in school.” Avoiding, containing and risk-taking in the history classroom, Teaching History, 120, 32-37. Lee P. and Shemilt D. (2007) ‘New Alchemy or Fatal Attraction?: History and Citizenship’ Teaching History, 129, 14-19. Letourneau J. and Moisan S. (2004) ‘Young people’s assimilation of a collective historical memory: A case study of Quebeckers of French-Canadian Heritage’, P. Seixas (ed.) Theorizing Historical Consciousness, Toronto: University of Toronto Press, 109-128. McCombe J. (2006) ‘School History and the Introduction of Local and Global Citizenship into the School History Curriculum: the views of History teachers’, unpublished thesis, University of Ulster. McCully, A. (1997) ‘The Northern Ireland History Curriculum and National Identity’, in A. Pendry and C. O'Neill (eds) Principles and Practice: Analytical Perspectives on Curriculum Reform and Changing Pedagogy from History Teacher Educators, Standing Conference of History Teacher Educators: Lancaster, 37-44. McCully A. (1998) The Teaching of History in a Divided Community, Report of a European Teachers’ Seminar, Strasbourg, Council of Europe. McCully A. (2006) ‘Practitioner perceptions of their role in facilitating the handling of controversial issues in contested societies: a Northern Irish experience’, Educational Review, 58:1, 51-65. McCully A. and Pilgrim N. (2004) ‘ “They took Ireland away from us and we have to fight to get it back’’: Using fictional characters to explore the relationship between historical interpretation and contemporary attitudes’, Teaching History 114, 17-21. Magill C., Smith A. And Hamber B. (2009) The Role of Education in Reconciliation: The Perspectives of Young People in Bosnia and Herzegovina and Northern Ireland, Coleraine: University of Ulster. Minow M. (1998) Between Vengeance and Forgiveness: Facing History after Genocide and Mass Violence, Boston: Beacon Press. Mosberg, S. (2002) ‘Speaking of history: How adolescents use their knowledge of history in reading the daily news’, Cognition and Instruction, 20, 323-358. National Council for Curriculum and Assessment (NCCA) (2004) History Leaving Certificate: guidelines for Teachers, Dublin: An Ruin Oideachais Agus Eolaiochta. Phillips, R., Goalen, P., McCully, A. and Wood, S. (1999) ‘History Teaching, Nationhood and a British Identity; Past, Present and Future’, Compare, 29:2, 153-169. Porat, D.A. (2004) ‘It’s not written here, but this is what happened: Students’ cultural comprehension of textbook narratives on the Israeli-Arab conflict’, American Educational Research Journal, 41, 963-996. Seixas P. (2006) ‘Introduction’ in P. Seixas (ed.) Theorizing Historical Consciousness (pp.8-20) Toronto: University of Toronto Press. Shemilt D. (1980) History 13-16 Evaluation Study, Edinburgh, Holmes McDonald. Shriver D. (2003) Honest Patriots: Loving a Country Enough to Remember its Misdeeds, Oxford, Oxford University Press. Shriver D. ‘Truths for Reconciliation: An American Perspective’, paper accompanying a public lecture, UNESCO Centre, University of Ulster, Belfast. October 2007. Simon R. (2004) ‘The Pedagogical Insistence of Public Memory’ in P. Seixas (ed.) Theorizing Historical Consciousness,Toronto: University of Toronto Press, 183-201. Slater J. (1995) Teaching History in the New Europe, London: Council of Europe, Cassell. Smith A. and Vaux T. (2003) Education, Conflict and International Development, London: Department of International Development. Smith M.E. (2005) Reckoning with the past: Teaching History in Northern Ireland, Oxford: Lexington Books. Stradling R. (1996) The preparation and publication of new history textbooks for schools in European countries in democratic transition, Strasbourg: Council of Europe. Tawil S. and Harley A. (2004) (eds.) Education, Conflict and Social Cohesion, Geneva: International Bureau of Education, UNESCO. Walker B. (1996) Dancing to History’s Tune: History, Myth and Politics in Ireland, Belfast: Institute of Irish Studies, Queens University of Belfast. Wertsch J.V. (1998) Mind as Action, New York: Oxford University Press. Wertsch J.V. (2002) Voices of Collective Remembering, Cambridge: Cambridge University Press. Zajda J. (2007) ‘The new history school textbooks in the Russian Federation, 1992-2004’, Compare, 37:3, 291-306.

    PY - 2010/12

    Y1 - 2010/12

    N2 - This article makes a case for the role of history education in facilitating productive remembering of the rcfdent conflict in Northern ireland and for similar work inother contexts. It argues that in the Northern ireland context historians and history educators have been conspicuous by their absence from the debates around how society should deal with the legacy of the conflict, and suggests that history teaching can make a specific contribution. An action plan is set out for a history education project in which students canm make use of an inquiry-based, disciplinary-specific approach to gather ordinary people's oral accounts of life during the recent conflict in order to gain multiple perspectives on the "Troubles". The author maintains that this kind of memory work could enable students to deepen and expand their understanding of the past and could also provide students with a foundation to reimagine the future.

    AB - This article makes a case for the role of history education in facilitating productive remembering of the rcfdent conflict in Northern ireland and for similar work inother contexts. It argues that in the Northern ireland context historians and history educators have been conspicuous by their absence from the debates around how society should deal with the legacy of the conflict, and suggests that history teaching can make a specific contribution. An action plan is set out for a history education project in which students canm make use of an inquiry-based, disciplinary-specific approach to gather ordinary people's oral accounts of life during the recent conflict in order to gain multiple perspectives on the "Troubles". The author maintains that this kind of memory work could enable students to deepen and expand their understanding of the past and could also provide students with a foundation to reimagine the future.

    KW - History Teaching

    KW - Truth Recovery

    KW - Reconciliation

    KW - Oral history

    M3 - Chapter

    SN - 978-0-415-88380-1

    SP - 161

    EP - 176

    BT - Memory and Pedagogy

    A2 - Mitchell, Claudia

    A2 - Strong-Wilson, Teresa

    A2 - Pithouse, Kathleen

    A2 - Allnutt, Susann

    ER -

    McCully A. History Teaching, 'Truth Recovery' and Reconciliation. In Mitchell C, Strong-Wilson T, Pithouse K, Allnutt S, editors, Memory and Pedagogy. 2010. p. 161-176