What Role for History Teaching in the Transitional Justice Process in Deeply Divided Societies?

Alan McCully

    Research output: Chapter in Book/Report/Conference proceedingChapter

    Abstract

    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.
    Original languageEnglish
    Title of host publicationContemporary Public Debates Over History Education: A volume in International Review of History Education
    EditorsIrene Nakou, Isobel Barca
    Place of PublicationCharlotte, North Carolina
    PublisherInformation Age Publishing
    Pages169-184
    Volume6
    ISBN (Print)978-1-61735-107-5
    Publication statusPublished - 2010

    Keywords

    • Education and Conflict
    • History Education
    • Divided Societies
    • Transitional Justice

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  • Cite this

    McCully, A. (2010). What Role for History Teaching in the Transitional Justice Process in Deeply Divided Societies? In I. Nakou, & I. Barca (Eds.), Contemporary Public Debates Over History Education: A volume in International Review of History Education (Vol. 6, pp. 169-184). Information Age Publishing. http://uir.ulster.ac.uk/20696/1/McCully_revised_2_IRHE_paper.doc