|Number of pages||16|
|Publication status||E-pub ahead of print - 3 Jun 2017|
- History Education Social Psychology Controversial Issues Inter-group conflict
Recommendations for the History Teaching of Intergroup Conflicts. / McCully, Alan; Psaltis, C; Agbaria, A; Makriyianni, C; Pingel, F; Karahasan, H; Carretero, M; Oguz, M; Choplarou, R; Philippou, S; Wagner, W; Papadakis, Y.2017. 16 p.
Research output: Book/Report › Commissioned report
TY - BOOK
T1 - Recommendations for the History Teaching of Intergroup Conflicts.
AU - McCully, Alan
AU - Psaltis, C
AU - Agbaria, A
AU - Makriyianni, C
AU - Pingel, F
AU - Karahasan, H
AU - Carretero, M
AU - Oguz, M
AU - Choplarou, R
AU - Philippou, S
AU - Wagner, W
AU - Papadakis, Y
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Stuurman (eds.), Beyond the Canon: History in the Twenty-First Century. Basingstoke (UK): Palgrave Macmillan.Lee, P. J. (2011). Historical literacy and transformative history. In: L. Perikleous, & D. Shemilt (eds.), The Future of the Past: Why history edu-cation matters, pp. 129-168. Nicosia (Cyprus): Association for Historical Dialogue and Research.Lee, P.J. (2005) Putting Principles into Practice: Understanding His-tory, στο: M.S. Donovan and J.D. Bransford (επιμ.), How Students Learn: history, mathematics and science in the classroom, Washington DC: National Academy Press.Leone, G., Sarrica, M. (2014). Making room for negative emoions about the national past: An explorative study of effects of parrhesia on Italian colonial crimes. International Journal of Intercultural Relations.Licata, L & Mercy, A. (2015). Collective memory (Social psychology of). In International Encyclopedia of the Social and Behavioural Sciences. Recommendations for the History Teaching of Intergroup Conflicts I 12New York: Elsevier. See the topic “General Articles”Liu, J. H., & Hilton, D. J. (2005). How the past weighs on the present: social representations of history and their role in identity politics. British Journal of Social Psychology, 44, 537–556.Liu, J. H., & László, J. (2007). A narrative theory of history and identity: Social identity, social representations, society and the individual. In G. Moloney & I. Walker (Eds.), Social representations and identity: Content, process and power (pp. 85–107). London, UK: Palgrave MacMillan.Lopez, C., Carretero, M., & Rodriguez-Moneo, M. (2014). Conquest or reconquest? Students’ conceptions of nation embedded in a historical narrative. Journal of the Learning Sciences.Makriyianni, C. & Psaltis, C. (2007) The teaching of history and reconciliation, The Cyprus Review, 19(1), 43- 69.Martinovic, B. & Verkuyten, M. 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Collective memory, social representations of past and competences in history education. In M. Carretero, S. Berger, & M. Grever (Eds.). Handbook of Research in His-torical Culture and History Education (pp. 491-510). London: Palgrave MacMillan.Papadakis, Y. (2008). Narrative, memory and history in divided Cyprus: A comparison of school books on the history of Cyprus. History & Museum, 20, 128-148.Paulson, J. (2015). ‘”Whether and how?” History education about recent and ongoing conflict: a review of research. Journal on Education in Emergencies, 1 (1), 14-47.Pettigrew, T. F. (1979). The ultimate attribution error: Extending All-port’s cognitive analysis of prejudice. Personality and Social Psychology Bulletin. 5 (4), 461–476.Pettigrew, T. F.& Tropp, L. R. (2006). A meta-analytic test of inter-group contact theory. Journal of Personality and Social Psychology. 90 (5) ,751–783.Psaltis, C. (2012). 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Nicosia (Cyprus): Association for Historical Dialogue and Research.Rimé, B., Bouchat, P., Klein, O., & Licata, L. (2015). When Collective Memories of Victimhood Fade: Generational Evolution of Intergroup Attitudes and Political Aspirations in Belgium. European Journal of Social Psychology.Rudmin, F. W. (2014). Cognitive history and the neurotic regulation of historical beliefs: the case of Canadians encountering War Plan RED (1904-1939). The Journal of psychohistory, 42(1), 2–27. See the topic “General Articles”Seixas, P. (1996). Conceptualizing the Growth of Historical Understanding. In D. R. Olson & N. Torrance (Eds.), Handbook of Education and Human Development: New Models of Learning, Teaching, and Schooling (pp. 765-783). Oxford: Blackwell.Shemilt, D. (1980). History 13-16 evaluation study. Edinburgh (UK): Holmes McDougall.Shemilt, D. (2011). The gods of the copybook headings: Why don’t we learn from the past? In: L. Perikleous, D. 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Improving intergroup relations with extended and vicarious forms of indirect contact, European Review of Social Psychology, 25:1,314-389 Zembylas, M. & Kambani, F. (2012). The teaching of controversial issues during elementary-level history instruction: Greek-Cypriot teachers’ perceptions and emotions. Theory and Research in Social Education, 40, 107-133.
PY - 2017/6/3
Y1 - 2017/6/3
N2 - The way recent and old intergroup conflicts are presented around the world in curricula, textbooks, civil society and social representations can be characterised by four main approaches. In the first approach, a moratorium is imposed and any reference to the conflictual past is avoided; the second is a selective approach where nation-states or groups keep silent about aspects that involve wrongdoing of one’s own group, here called “ingroup”, and offer either a positive presentation of the “ingroup” or a preservation of the memory of the conflict by reiterating master narratives of one-sided victimisation of the “ingroup”. Both of these approaches are highly problematic as they become an obstacle to conflict transformation by peaceful means and the cultivation of historical thinking. A third approach attempts to overcome conflict by a simplistic understanding of a single peaceful narrative of co-existence, which often follows outdated and unhistorical conceptions of essentialist identities as a tool for nation- building. Finally, there is the interdisciplinary approach of transformative history teaching, which attempts a critical understanding of the conflictual past through the cultivation of historical thinking, empathy, an overcoming of ethnocentric narratives and the promotion of multiperspectivity. The transformative history teaching approach is the basis on which we situate the present recommendations.
AB - The way recent and old intergroup conflicts are presented around the world in curricula, textbooks, civil society and social representations can be characterised by four main approaches. In the first approach, a moratorium is imposed and any reference to the conflictual past is avoided; the second is a selective approach where nation-states or groups keep silent about aspects that involve wrongdoing of one’s own group, here called “ingroup”, and offer either a positive presentation of the “ingroup” or a preservation of the memory of the conflict by reiterating master narratives of one-sided victimisation of the “ingroup”. Both of these approaches are highly problematic as they become an obstacle to conflict transformation by peaceful means and the cultivation of historical thinking. A third approach attempts to overcome conflict by a simplistic understanding of a single peaceful narrative of co-existence, which often follows outdated and unhistorical conceptions of essentialist identities as a tool for nation- building. Finally, there is the interdisciplinary approach of transformative history teaching, which attempts a critical understanding of the conflictual past through the cultivation of historical thinking, empathy, an overcoming of ethnocentric narratives and the promotion of multiperspectivity. The transformative history teaching approach is the basis on which we situate the present recommendations.
KW - History Education Social Psychology Controversial Issues Inter-group conflict
M3 - Commissioned report
BT - Recommendations for the History Teaching of Intergroup Conflicts.