In this podcast, four students from the GLOBED Erasmus Mundus Masters programme (Education Policy for International Development) discuss the complexities surrounding how history is taught in conflict affected areas.Whether pre, during or post conflict, the way that history is taught is affected by power and politics.
Students from Nigeria, China, the UK and the US are invited to reflect back on their own school history education, and in each case, suggest that the history that they were taught was a construction, influenced by teachers, curriculum and government. They realise now that their history education had omissions and reflect on what was on excluded and why.
The presenters discuss the challenge of teaching history in a way that recognises multiple viewpoints and equips young people with the skills necessary to evaluate sources, think critically and discover historical truths for themselves. This is not an easy task, but certainly one worth striving for if history education is going to play a positive role in promoting peace.
Cole, E. A. (2006) Unite or Divide? The Challenges of Teaching History in Societies Emerging from Violent Conflict. USIP special Report, retrieved from:
McCully, A. (2012) History Teaching, conflict and the legacy of the past. Education, Citizenship and Social Justice. Vol. 7(2), 145-159.
Metro, R. (2012) Post-conflict History Curriculum Revision as an ‘Intergroup Encounter’ Promoting Interethnic Reconciliation among Burmese Migrants and Refugees in Thailand. Comparative Education Review, Vol. 57, No.1.
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.
Salem-Gervais, N. & Metro, R. (2012) A Textbook Case of Nation Building: The
Evolution of History Curricula in Myanmar. The Journal of Burma Studies, Vol. 16, No.1, 27-78.
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Weldon, G. (2010) Post‐conflict teacher development: facing the past in South Africa. Journal of Moral Education, 39:3, 353-364.