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.
|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|
|Publisher||Information Age Publishing|
|Publication status||Published (in print/issue) - 2010|
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- Education and Conflict
- History Education
- Divided Societies
- Transitional Justice