|Title of host publication||Contemporary Public Debates Over History Education: A volume in International Review of History Education|
|Editors||Irene Nakou, Isobel Barca|
|Place of Publication||Charlotte, North Carolina|
|Publication status||Published - 2010|
- Education and Conflict
- History Education
- Divided Societies
- Transitional Justice
Research output: Chapter in Book/Report/Conference proceeding › Chapter
TY - CHAP
T1 - What Role for History Teaching in the Transitional Justice Process in Deeply Divided Societies?
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 Levstik L.S. (2004) Teaching History for the Common Good, London, Lawrence Erlbaum Associates. 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 (pp. 85-116). 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 (pp.142-181). 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 Cairns E. and Roe M. (2003) Introduction: Why Memories in Conflict? In E. Cairns and M. Roe (eds.) The Role of Memory in Ethnic Conflict (pp.3-8), Basingstoke, Palgrave MacMillan. Chapman A.R. (2007) Afterward. In E.A. Cole (ed.) Teaching the Violent Past: History Education and Reconciliation (pp.317-328), 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. 1-28), 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. Retreived from www.usip.org Conway M. (2003) Identifying the Past: An exploration of Teaching and Learning Sensitive issues in History at Secondary School Level, Educate, 4:2, www.educatejournal.org/ accessed 4/2/07. 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 http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/statutory_requirements/ks3_history.pdf 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 (pp.81-92). Devine-Wright P. (2003) A Theoretical Overview of memory and Conflict. In Cairns E. and Roe M. (eds) The Role of Memory in Ethnic Conflict (pp.9-31), Basingstoke, Palgrave MacMillan. 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 (pp.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 (p.13). Janmaat J.G. (2007) The ethnic ‘other’ in Ukrainian history textbooks: the case of Russia and the Russians, Compare, 37:3 (pp.307-324). Kitson A. (2007) History Education and Reconciliation in Northern Ireland. In E.A. Cole (ed.) Teaching the Violent Past: History Education and Reconciliation (pp.123-153), 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 (pp.32-37). Lee P. and Shemilt D. (2007) New Alchemy or Fatal Attraction?: History and Citizenship. Teaching History, 129 (pp.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. In P. Seixas (ed.) Theorizing Historical Consciousness, (pp.109-128) Toronto, University of Toronto Press. McCombe J. (2006) School History and the Introduction of Local and Global Citizenship into the School History Curriculum: the views of History teachers. Thesis submitted in fulfilment of the requirements for the Degree of Doctor of Philosophy, University of Ulster. Unpublished. 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 (pp.37-44), SCHTE, Lancaster 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 (pp. 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 (pp.17-21). McWilliams M. (2007) Dreaming of the Future while Dealing with the Past, NIHRC Review, Magazine of the Northern Ireland Human Rights Commission, 6 (pp.5-6). Minow M. (1998) Between Vengeance and Forgiveness: Facing History after Genocide and Mass Violence, Boston, Beacon Press. Mossberg, S. (2002). Speaking of history: How adolescents use their knowledge of history in reading the daily news. Cognition and Instruction, 20 (pp.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 (pp.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 (pp.963-996). Seixas P. (2006) Introduction. In P. Seixas (ed.) Theorizing Historical Consciousness (pp.8-20) Toronto, University of Toronto Press. Shemilt D. 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(1996) The preparation and publication of new history textbooks for schools in European countries in democratic transition, Report, Strasbourg, Council of Europe. Tawil S. and Harley A. (2004) (eds.), Education, Conflict and Social Cohesion, Geneva, International Bureau of Education, UNESCO. UNECO Centre (2007) Recent research on history teaching in Northern Ireland: Informing Curriculum Change, Coleraine, UNESCO Centre, School of Education, University of Ulster. 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 (pp.291-306).
PY - 2010
Y1 - 2010
N2 - The context for this paper is the increasing attention being given by civic society to the process of ‘dealing with the recent past’. The lack of engagement in the process by historians and history educators in Northern Ireland is identified as a deficit. The paper argues that by maintaining its integrity to the discipline history education has a distinctive role to play. The significant contribution of history teaching to communal understanding in Northern Ireland to date is assessed and its limitations identified. The strengths are highlighted and suggestions are then made as to the particular contribution that history education can make to the transitional justice process and post-conflict reconciliation.
AB - The context for this paper is the increasing attention being given by civic society to the process of ‘dealing with the recent past’. The lack of engagement in the process by historians and history educators in Northern Ireland is identified as a deficit. The paper argues that by maintaining its integrity to the discipline history education has a distinctive role to play. The significant contribution of history teaching to communal understanding in Northern Ireland to date is assessed and its limitations identified. The strengths are highlighted and suggestions are then made as to the particular contribution that history education can make to the transitional justice process and post-conflict reconciliation.
KW - Education and Conflict
KW - History Education
KW - Divided Societies
KW - Transitional Justice
M3 - Chapter
SN - 978-1-61735-107-5
VL - 6
SP - 169
EP - 184
BT - Contemporary Public Debates Over History Education: A volume in International Review of History Education
A2 - Nakou, Irene
A2 - Barca, Isobel
CY - Charlotte, North Carolina