JOURNAL

Recommendations

Info

PAULSON I conducted English language title and abstract searches of EBSCO Host, JSTOR, and Google Scholar databases using combinations of the search terms: education, history, conflict, postconflict, curriculum, violent, past, and teaching. Schucan Bird and Tripney’s (2011) evaluation of comprehensive search strategies for policy-relevant, interdisciplinary reviews found that general bibliographic databases and specialist databases were effective, efficient, and value-added search strategies. I complemented these with additional sources found via snowball sampling from reference lists, and from my less systematic collection over the last decade of research around history education in conflict-affected contexts. I reviewed results first by title, which in many cases was sufficient to eliminate studies based on relevance. I then reviewed the remaining sources by abstract and finally by a full reading. In total, 42 studies are included. 1 Given my focus on academic research, all studies included present empirical findings and were published either in a peer-reviewed journal or in an academic authored or edited book; conference proceedings, theses, and dissertations are not included. I have limited the conflict-affected contexts considered to those where violent conflict ended no earlier than 1990 or is still unresolved, which allows the review to coincide with the period since 1990 in which EiE has developed as a field. I did not adopt a single definition of conflict as a search parameter in this review. I considered limiting the review to postconflict contexts, as Quaynor (2012) does in her review of citizenship education, but this would have eliminated Israel/ Palestine and Cyprus, two cases where research in this area is most developed. I also considered limiting cases of recent or ongoing conflict to those that met the Uppsala Conflict Data Program (2014) definition of armed conflict in at least one year since 1990. Again, this would have excluded research focused on Cyprus, which is both rich and relevant. Since the relevant time period for this review is a total of 24 years (1990-2014), I have included studies published in the 1990s (n = 1), 2000s (n = 22), and 2010s (n = 19). In most of the countries covered by the review, at least one study is relatively recent (published in the 2010s). Nonetheless, the review findings should not be considered completely up-to-date descriptions of each of the contexts explored but a presentation of trends across published research and their implications. I required that studies relate to an education system and therefore excluded research that focused exclusively on an isolated initiative or a single school or classroom. This meant that I excluded a good deal of research, particularly 1 Some studies consider history education in more than one country. 18 Journal on Education in Emergencies
HISTORY EDUCATION ABOUT RECENT AND ONGOING CONFLICT studies on Israel/Palestine that explored or evaluated particular educational initiatives. Finally, I selected only studies explicitly addressing history education in conflict-affected contexts—in other words, studies that addressed related subjects like peace education, citizenship education, ethical or moral education, etc., were not included unless they also included a significant focus on history. This criterion again excluded a number of studies focused on Israel/Palestine, and also on Northern Ireland. Limiting the review in these ways kept it tightly focused and relevant to EiE, and allowed for some degree of comparability across the studies included. The 42 studies included are listed in appendix 1, which also provides an overview of how each study contributed to the analysis described below. I used framework synthesis to answer research questions 1 and 2. This approach, which extracts and synthesizes findings according to an a priori framework (Barnett-Page and Thomas 2009), was appropriate where individual research cases were likely to adopt one of a finite number of approaches to teaching history (question 1) or to include (or not) recent violent conflict in the curriculum (question 2). I adopted a more inductive approach to answering research question 3. Drawing on conceptual work developed by Bellino (2014a, 1), which clearly outlines “a range of approaches and social purposes for teaching the past,” I present a tentative typology of approaches to teaching about recent conflict that have emerged from the research reviewed. I also include a discussion of positive approaches and common challenges that emerged across the research. These were arrived at by noting the frequency of similar findings across studies in line with Sandelowski and Barroso (2007). The review includes research on 11 countries: Bosnia and Herzegovina (BiH; n = 6), Cyprus (4), Guatemala (3), Israel/Palestine (7), Lebanon (2), Northern Ireland (5), Peru (2), Rwanda (9), South Africa (5), Sri Lanka (2), and Yemen (1). Given that a number of other countries have experienced conflict since 1990— the 2011 Education For All Global Monitoring Report, for instance, identified 32 conflict-affected countries—research in this area appears underdeveloped. The lamentation that EiE research concentrates on a few well-researched cases at the expense of others that remain largely uninvestigated (e.g., Human Security Report 2012) seems to apply here. The state of research in this area calls for some further comments. Many studies rely on textbook analysis (e.g., Al-Haj 2005; Bar Tal 1998; Paulson 2010b; Torsti 2007; Yogev 2012; Young 2010), although several combine that method with others (e.g., Oglesby 2007a; Paulson 2010a; Sanchez Meertens 2013; Staeheli October 2015 19
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 16 and 17: PAULSON children should be taught t
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

Create successful ePaper yourself

Delete template?

Save as template?