Change search
ReferencesLink to record
Permanent link

Direct link
Kan ett inbördeskrig försonas i ett historieklassrum? Teori och praktik
Helsingfors Universitet.
2015 (Swedish)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2015:3, 19-33 p.Article in journal (Refereed) Published
Abstract [en]

Pursuing Post-Conflict Reconciliation in a History Classroom. Theoretical and Practical Considerations

In a post-conflict society, history education may prolong the conflict on a symbolical level by fostering biased narratives of guilt and victimhood. To avoid this it is necessary to open and maintain a reconciling dialogue in history classrooms. The theory of deliberative communication, launched by Jürgen Habermas, has been applied to pedagogy by Tomas Englund. Deliberative pedagogical discourse implies an equal distribution of power in classroom interaction. Predetermined standpoints are avoided and majority decisions not pursued. Participants are expected to listen to each other instead of rushing to express their individual opinion. Deliberative discussion is founded on the ethos of social inclusion. Three concrete cases illustrate the chances of dialogical history education in post-conflict societies: Finland after the civil war of 1918, South Africa after the end of apartheid, and Bosnia-Hercegovina after the war of 1992–1995. South Africa provides the only example of a prompt post-conflict introduction of dialogical history education. The Afrikaner narrative of heroism and victimhood was after 1994 reserved a place in the new post-colonial history curriculum at the side of the narratives of apartheid and the Black resistance. The viability of dialogical history education has been monitored by attitude surveys. South African surveys reveal that dialogue does not inevitably rule out an identification with the traditional identity narratives. In Bosnia-Herzegovina only little has been achieved in introducing a dialogue in history education but there are signs of students, parents and teachers aspiring to inclusive lessons. The reconciliatory potential imbedded in the multiperspectival nature of the historical knowledge is available in history education.

Place, publisher, year, edition, pages
Karlstad: CSD Karlstads universitet , 2015. no 2015:3, 19-33 p.
Keyword [en]
National Category
Research subject
URN: urn:nbn:se:kau:diva-38425OAI: diva2:875356
Available from: 2015-12-01 Created: 2015-11-17 Last updated: 2015-12-21Bibliographically approved

Open Access in DiVA

fulltext(291 kB)96 downloads
File information
File name FULLTEXT02.pdfFile size 291 kBChecksum SHA-512
Type fulltextMimetype application/pdf

In the same journal
Nordidactica: Journal of Humanities and Social Science Education

Search outside of DiVA

GoogleGoogle Scholar
Total: 119 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 458 hits
ReferencesLink to record
Permanent link

Direct link