MARC Record from Library of Congress

LEADER: 03984cam a2200445 a 4500
001 2011040408
003 DLC
005 20121102081352.0
008 110926s2012 enk b 001 0 eng
010 $a 2011040408
015 $aGBB191247$2bnb
015 $aGBB191247$2dnb
016 7 $a015860095$2Uk
020 $a9780521766890
020 $a0521766893
035 $a(OCoLC)ocn746839326
040 $aDLC$cDLC$dYDX$dBTCTA$dUKMGB$dYDXCP$dCDX$dNLE$dDEBBG$dUAB$dBWX$dSTF$dCOO$dIUL$dPUL$dDLC
042 $apcc
043 $aa-is---$aa-cy---
050 00 $aJZ5534$b.B45 2012
082 00 $a303.6071$223
084 $aPSY000000$2bisacsh
100 1 $aBekerman, Zvi.
245 10 $aTeaching contested narratives :$bidentity, memory, and reconciliation in peace education and beyond /$cZvi Bekerman and Michalinos Zembylas.
260 $aCambridge, UK ;$aNew York :$bCambridge University Press,$c2012.
300 $aviii, 262 p. ;$c24 cm.
504 $aIncludes bibliographical references (p. 231-255) and index.
505 0 $aPart I. Introduction and Theoretical Underpinnings: 1. Introduction; 2. Problematizing peace education Romanticism; 3. On conflict, identity, and more -- Part II. Living and Teaching Contested Narratives: 4. Victims and perpetrators: how teachers live with contested narratives; 5. (Im)possible openings; 6. The everyday challenges of teaching children from conflicting groups; 7. The emotional complexities of teaching contested narratives -- Part III. Mourning, Forgiveness and Reconciliation: Problems and Possible Solutions: 8. The nationalization of mourning in troubled societies; 9. The work of mourning in schools: ambivalent emotions and the risks of seeking mutual respect and understanding; 10. Forgiveness as a possible path towards reconciliation -- Part IV. Conclusions: Implications for Peace Education: 11. Becoming critical experts of design in schools; 12. Memory and forgetting: a pedagogy of dangerous memories; 13. De-essentializing identity; 14. Designing a different path for reconciliation pedagogies.
520 $a"In troubled societies narratives about the past tend to be partial and explain a conflict from narrow perspectives that justify the national self and condemn, exclude and devalue the 'enemy' and their narrative. Through a detailed analysis, Teaching Contested Narratives reveals the works of identity, historical narratives and memory as these are enacted in classroom dialogues, canonical texts and school ceremonies. Presenting ethnographic data from local contexts in Cyprus and Israel, and demonstrating the relevance to educational settings in countries which suffer from conflicts all over the world, the authors explore the challenges of teaching narratives about the past in such societies, discuss how historical trauma and suffering are dealt with in the context of teaching, and highlight the potential of pedagogical interventions for reconciliation. The book shows how the notions of identity, memory and reconciliation can perpetuate or challenge attachments to essentialized ideas about peace and conflict"--$cProvided by publisher.
650 0 $aPeace$xStudy and teaching$zIsrael.
650 0 $aPeace$xStudy and teaching$zCyprus.
650 0 $aDispute resolution (Law)$zIsrael.
650 0 $aDispute resolution (Law)$zCyprus.
650 0 $aReconciliation.
700 1 $aZembylas, Michalinos.
856 42 $3Cover image$uhttp://assets.cambridge.org/97805217/66890/cover/9780521766890.jpg
856 42 $3Contributor biographical information$uhttp://catdir.loc.gov/catdir/enhancements/fy1117/2011040408-b.html
856 42 $3Publisher description$uhttp://catdir.loc.gov/catdir/enhancements/fy1117/2011040408-d.html
856 41 $3Table of contents only$uhttp://catdir.loc.gov/catdir/enhancements/fy1117/2011040408-t.html
856 $uhttp://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=024643324&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA$zInhaltsverzeichnis