JOURNAL

Recommendations

Info

PAULSON children should be taught to remember the past, but also about how the past is interpreted” (original emphasis). These “whether and how” questions provide the organizing framework for this review. However, recent “profound controversy regarding the function of history teaching in educational systems” (Carretero et al. 2012, 1) means that history can no longer be taken for granted as a taught subject, as it is often replaced by or subsumed within social studies or civics subjects. My analysis of existing research is therefore oriented around the following questions: (1) How is history education approached in contexts affected by conflict? (2) Is recent and/or ongoing conflict part of the history curriculum? (3) Where recent conflict is part of the history curriculum, how is it approached? Answers to these questions are important for at least two reasons. First, they begin to shed light on how important curricular decisions are dealt with in practice, an underdeveloped area in EiE research. Second, they point to emerging trends in education practice and bring together the critical analyses of multiple researchers, highlighting positive avenues whereby history education might contribute to peacebuilding and reconciliation, as well as approaches that are unlikely to contribute to building peace postconflict. In answer to the first question, the review reveals a trend toward the “social sciencization” of history education in the conflict-affected contexts explored. Despite this, the use of national narrative to teach about conflict persists. Not only is this collective memory approach to history as a subject adopted in a number of countries, it is often also used for teaching the history of conflict within social studies. In answer to the second question, the review finds that the history of recent or ongoing conflict is taught in schools in the majority of the cases explored, although in some cases this happens without any official curricular guidance. Researchers studying contexts where recent conflict is not part of the curriculum posit that classroom discussions may help to mediate and contextualize knowledge about conflict that young people develop despite curricular silence. Finally, in answer to the third question, this review demonstrates that recent or ongoing conflict is often approached in curricula in problematic ways. Specifically, approaches either fail to challenge ethno-nationalist narratives, impose a narrative of mythical unity, or present conflict as exceptional and disconnected from present realities. These approaches are unlikely to capitalize on the potential that history education may hold to contribute to building peace in the aftermath of conflict. The next section outlines the method used for this review, after which the findings are presented in more detail. 16 Journal on Education in Emergencies
HISTORY EDUCATION ABOUT RECENT AND ONGOING CONFLICT REVIEW METHOD This article reviews research centered around history curriculum and recent and/or ongoing conflict. Its aims are (1) to identify research into history education in conflict-affected contexts, and (2) to critically interpret and synthesize this research in order to identify trends, challenges, and promising practice. Systematic reviews, which bring “together what is known from the research literature using explicit and accountable methods” (Gough et al. 2012, 1), generally synthesize the findings of studies that use experimental controlled designs, which research in the areas of history education and EiE does not tend to do (see Burde and Linden 2013 for a noteworthy exception). However, as Gough and colleagues (2012, 1) note, “the logic of systematic methods for reviewing the literature can be applied to all areas of research.” This logic of transparency and comprehensiveness inspires this review. However, I do not aspire to paint a definitive picture or to claim that this review has successfully uncovered every relevant study. Gough and colleagues distinguish between reviews that aim to aggregate evidence in order to test predefined concepts and make empirical statements, and those that aim to configure and interpret research in order to develop concepts and understanding. This review is configurative. I hope it will be considered thorough, but its main contribution lies in the unique synthesis of research that it presents. This synthesis provides insight into EiE curricular practice around the world and offers a preliminary assessment of its promise, as well as the challenges this practice faces in contributing to peacebuilding. In this review, I include only published academic research. I have chosen not to include gray literature, government or agency programming documents, or any unpublished evaluations of agency or government programs. I made this choice because the theoretically grounded analyses of researchers are important for the configurative work that this review seeks to do (aim 2). I am interested in decisions taken about history education in conflict-affected contexts, in how these decisions are implemented, and, perhaps most importantly, in their implications. These implications are often best captured and contexualized by academic research, which tends to adopt a critical lens and to explore curriculum not just in terms of its programmatic effectiveness, but also in terms of its place within and contribution to wider postconflict dynamics. Nonetheless, reviews that focus on gray literature around history education programming would complement the findings of this review, as would research that directly collects the perspectives of policy makers, historians, and EiE actors. October 2015 17
Page 1 and 2: VOLUME 1 NUMBER 1 OCTOBER 2015 JOUR
Page 3: JOURNAL ON EDUCATION IN EMERGENCIES
Page 6 and 7: BURDE power to guarantee the right
Page 8 and 9: BURDE ISSUES AND CONTENTS The journ
Page 10 and 11: BURDE Since the late 1990s, IRC has
Page 12 and 13: BURDE The authors note that working
Page 14 and 15: “WHETHER AND HOW?” HISTORY EDUC
Page 18 and 19: PAULSON I conducted English languag
Page 20 and 21: PAULSON and Stammer 2013; Torsti 20
Page 22 and 23: PAULSON enquiry-based approach to t
Page 24 and 25: PAULSON The history of recent confl
Page 26 and 27: PAULSON (2004) explain that “pain
Page 28 and 29: PAULSON internal conflict in contem
Page 30 and 31: PAULSON context” (King 2014, 137)
Page 32 and 33: PAULSON In Israel, new history text
Page 34 and 35: PAULSON In addition to these positi
Page 36 and 37: PAULSON Controversy, Protest, and P
Page 38 and 39: PAULSON APPENDIX Analysis Author(s)
Page 40 and 41: PAULSON REFERENCES Ahonen, Sirkka.
Page 42 and 43: PAULSON Freedman, Sarah Warshauer,
Page 44 and 45: PAULSON Murphy, Karen, and Tony Gal
Page 46 and 47: PAULSON Stover, Eric, and Harvey M.
Page 48 and 49: IMPROVING THE QUALITY OF SCHOOL INT
Page 50 and 51: TORRENTE ET AL. Improving the quali
Page 52 and 53: TORRENTE ET AL. postconflict Guatem
Page 54 and 55: TORRENTE ET AL. Only a handful of r
Page 56 and 57: TORRENTE ET AL. Africa. Teachers li
Page 58 and 59: TORRENTE ET AL. The integrated reso
Page 60 and 61: TORRENTE ET AL. strategy, whereby s
Page 62 and 63: TORRENTE ET AL. Student Sample Stud
Page 64 and 65: TORRENTE ET AL. for children from f
Page 66 and 67:
TORRENTE ET AL. subsequently added
Page 68 and 69:
TORRENTE ET AL. Characteristics at
Page 70 and 71:
TORRENTE ET AL. of students’ gend
Page 72 and 73:
TORRENTE ET AL. Table 3: Multilevel
Page 74 and 75:
TORRENTE ET AL. Table 4: Three Leve
Page 76 and 77:
TORRENTE ET AL. Mental Health Probl
Page 78 and 79:
TORRENTE ET AL. Impacts on the Qual
Page 80 and 81:
TORRENTE ET AL. Overall, these resu
Page 82 and 83:
TORRENTE ET AL. et al. 2012). Colle
Page 84 and 85:
TORRENTE ET AL. Burde, Dana, Amy Ka
Page 86 and 87:
TORRENTE ET AL. Hagelskamp, Carolin
Page 88 and 89:
TORRENTE ET AL. Miller, Kenneth E.
Page 90 and 91:
TORRENTE ET AL. Tol, Wietse A., Cor
Page 92 and 93:
QUALITY EDUCATION FOR REFUGEES IN K
Page 94 and 95:
MENDENHALL ET AL. northwestern Keny
Page 96 and 97:
MENDENHALL ET AL. Second, the langu
Page 98 and 99:
MENDENHALL ET AL. colleagues, who i
Page 100 and 101:
MENDENHALL ET AL. These principles
Page 102 and 103:
MENDENHALL ET AL. attend schools se
Page 104 and 105:
MENDENHALL ET AL. First, we selecte
Page 106 and 107:
MENDENHALL ET AL. science teacher a
Page 108 and 109:
MENDENHALL ET AL. There are many ty
Page 110 and 111:
MENDENHALL ET AL. at Sud Academy, a
Page 112 and 113:
MENDENHALL ET AL. Notably, the teac
Page 114 and 115:
MENDENHALL ET AL. The confluence of
Page 116 and 117:
MENDENHALL ET AL. New teachers ofte
Page 118 and 119:
MENDENHALL ET AL. In our analysis,
Page 120 and 121:
MENDENHALL ET AL. The head teacher
Page 122 and 123:
MENDENHALL ET AL. particularly in c
Page 124 and 125:
MENDENHALL ET AL. Government of Ken
Page 126 and 127:
MENDENHALL ET AL. Sieff, Kevin. 201
Page 128 and 129:
MENDENHALL ET AL. APPENDIX 1 List o
Page 130 and 131:
MENDENHALL ET AL. 4.2 Teacher used
Page 132 and 133:
REISMAN AND JANKE INTRODUCTION Usin
Page 134 and 135:
REISMAN AND JANKE New challenges ar
Page 136 and 137:
REISMAN AND JANKE youth aged 15 to
Page 138 and 139:
REISMAN AND JANKE This improved acc
Page 140 and 141:
REISMAN AND JANKE According to the
Page 142 and 143:
REISMAN AND JANKE • Renovated or
Page 144 and 145:
REISMAN AND JANKE To address these
Page 146 and 147:
REISMAN AND JANKE • Accelerate im
Page 148 and 149:
REISMAN AND JANKE takes place; anal
Page 150 and 151:
REISMAN AND JANKE simply does not m
Page 152 and 153:
REISMAN AND JANKE to 9-12 weeks per
Page 154 and 155:
REISMAN AND JANKE Domain 4, Standar
Page 156 and 157:
REISMAN AND JANKE In cases where go
Page 158 and 159:
REISMAN AND JANKE • the costs of
Page 160 and 161:
REISMAN AND JANKE • Where there i
Page 162 and 163:
REISMAN AND JANKE To be useful in t
Page 164 and 165:
REISMAN AND JANKE for what CSE can
Page 166 and 167:
REISMAN AND JANKE Government of Sou
Page 168 and 169:
BOOK REVIEW But King’s third mess
Page 170 and 171:
BOOK REVIEW (Bickmore 1999). The re
Page 172 and 173:
CONTRIBUTORS J. LAWRENCE ABER (la39
Page 174 and 175:
CONTRIBUTORS research has shown tha
Page 176:
CONTRIBUTORS Homelessness; and she
Page 179 and 180:
development and application of tool
show all

JOURNAL

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?