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PAULSON enquiry-based approach to teaching, which enables pupils to engage with different perspectives” (Kitson 2007, 123). In Northern (Turkish) Cyprus, new history textbooks introduced in 2004 “follow a social-constructivist model of history, which presents nationalism and national identity as emerging under specific historical conditions rather than as given” (Papadakis 2008, 128) and encourages “students to develop critical thinking and multiperspectivity” (Latif 2010, 40). In Rwanda’s primary education (King 2014) and in Guatemala (Bellino 2014b; Oglesby 2007b), Peru (Paulson 2010a, 2010b), South Africa (Staeheli and Stammer 2013; Weldon 2010), and Yemen (Young 2010), history education is included as part of a social studies syllabus. In this approach, history is one of the main orientations or disciplines from which students explore social scientific knowledge and/or citizenship formation. For instance, topics covered in Yemeni textbooks include “the age of discovery (e.g. the voyages of Magellan, Cook, Columbus, etc.); ancient civilizations in North and South America, Europe and Australia; Yemen under the Ottomans; and, Yemen’s 20th-century history” (Young 2010, 25). In South Africa, a social studies text moves from Nazi Germany, to the U.S. civil rights movement, to nuclear deterrence and the Cold War, and, finally, to apartheid in South Africa (Staeheli and Stammer 2013, 36). In Bosnia-Herzegovina (Freedman et al. 2004a; Stabback 2004), Cyprus (Hadjiyanni 2008; Latif 2010), Lebanon (van Ommering 2014), Sri Lanka (Sanchez Meertens 2013), and Rwandan secondary education (King 2014), the predominant approach to history education remains a traditional one based on the instillation of a national narrative. While this approach in some instances (e.g, guidance for secondary history curriculum in Rwanda; King 2014) is closer to the “inspiration” model Bellino (2014a) describes, these narratives remain largely focused on creating “patriotic nationalists” (Carretero et al. 2011), as I explore in more detail below. Table 1: Approaches to History Education "Social-sciencization" Disciplinary approach National narrative approach Guatemala Peru Rwanda (primary education) South Africa Yemen Northern (Turkish) Cyprus Northern Ireland Bosnia-Herzegovina Cyprus Rwanda (secondary education) Lebanon Sri Lanka 22 Journal on Education in Emergencies
HISTORY EDUCATION ABOUT RECENT AND ONGOING CONFLICT While I have characterized countries as taking a particular approach to history education, these are not watertight or necessarily mutually exclusive categories. For instance, Papadakis (2008) finds persistent ethnocentrism in the new, multiperspectival North Cypriot textbooks, despite their intentions. The South African textbooks described above, which are used in social studies classrooms, adopt a disciplinary approach to history, including “diverse histories..., space for ‘subjugated knowledges’ [and] community histories which had been silenced in the apartheid curriculum” (Weldon 2007, 85). In other contexts, the teaching about recent conflict that takes place in social studies classrooms relies on a single, often nationalist narrative, as is the case in Rwanda’s primary schools (King 2014). This suggests that, despite evidence of a “social sciencization” of history in the conflict-affected contexts discussed here, national narrative is still relied on to approach discussions of recent or ongoing conflict. Research Question 2: Whether (or Not) to Include Recent Conflict in History Education Theorists who reflect on memory, history, violence, and education draw attention to the long-term horizon of these processes (e.g., Jelin 2003), suggesting that it is perhaps reasonable to expect that, for some time following a conflict and in instances of ongoing violence, these events will not be included in curricula. However, Cole (2007, 128) suggests that, as attention to education is increasingly incorporated into postconflict and peacebuilding interventions, “the time frame for examining the teaching of school history, or at least opening discussions about it, may be changing.” The studies reviewed here present a mixed picture, but they do not suggest that reformed curricula are incorporating conflict either quickly or easily. Table 2: Recent Conflict within the National Curriculum Guidance on recent conflict not included in national curriculum Guidance on recent conflict included in national curriculum Guatemala Lebanon Sri Lanka Bosnia-Herzegovina (no common curriculum) Northern Ireland (not within compulsory curriculum) Cyprus Israel Peru Rwanda (after delay) South Africa (after delay) Yemen October 2015 23
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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 18 and 19: PAULSON I conducted English languag
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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
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TORRENTE ET AL. Table 3: Multilevel
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TORRENTE ET AL. Table 4: Three Leve
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TORRENTE ET AL. Mental Health Probl
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TORRENTE ET AL. Impacts on the Qual
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TORRENTE ET AL. Overall, these resu
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TORRENTE ET AL. et al. 2012). Colle
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TORRENTE ET AL. Burde, Dana, Amy Ka
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TORRENTE ET AL. Hagelskamp, Carolin
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TORRENTE ET AL. Miller, Kenneth E.
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TORRENTE ET AL. Tol, Wietse A., Cor
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QUALITY EDUCATION FOR REFUGEES IN K
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MENDENHALL ET AL. northwestern Keny
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MENDENHALL ET AL. Second, the langu
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MENDENHALL ET AL. colleagues, who i
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MENDENHALL ET AL. These principles
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MENDENHALL ET AL. attend schools se
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MENDENHALL ET AL. First, we selecte
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MENDENHALL ET AL. science teacher a
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MENDENHALL ET AL. There are many ty
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MENDENHALL ET AL. at Sud Academy, a
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MENDENHALL ET AL. Notably, the teac
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MENDENHALL ET AL. The confluence of
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MENDENHALL ET AL. New teachers ofte
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MENDENHALL ET AL. In our analysis,
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MENDENHALL ET AL. The head teacher
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MENDENHALL ET AL. particularly in c
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MENDENHALL ET AL. Government of Ken
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MENDENHALL ET AL. Sieff, Kevin. 201
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MENDENHALL ET AL. APPENDIX 1 List o
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MENDENHALL ET AL. 4.2 Teacher used
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REISMAN AND JANKE INTRODUCTION Usin
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REISMAN AND JANKE New challenges ar
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REISMAN AND JANKE youth aged 15 to
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REISMAN AND JANKE This improved acc
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REISMAN AND JANKE According to the
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REISMAN AND JANKE • Renovated or
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REISMAN AND JANKE To address these
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REISMAN AND JANKE • Accelerate im
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REISMAN AND JANKE takes place; anal
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REISMAN AND JANKE simply does not m
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REISMAN AND JANKE to 9-12 weeks per
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REISMAN AND JANKE Domain 4, Standar
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REISMAN AND JANKE In cases where go
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REISMAN AND JANKE • the costs of
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REISMAN AND JANKE • Where there i
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REISMAN AND JANKE To be useful in t
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REISMAN AND JANKE for what CSE can
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REISMAN AND JANKE Government of Sou
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BOOK REVIEW But King’s third mess
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BOOK REVIEW (Bickmore 1999). The re
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CONTRIBUTORS J. LAWRENCE ABER (la39
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CONTRIBUTORS research has shown tha
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CONTRIBUTORS Homelessness; and she
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