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This book is open access under a CC BY 4.0 license. This volume discusses the effects, models and implications of history teaching in relation to conflict transformation and reconciliation from a social-psychological perspective. Bringing together a mix of established and young researchers and academics, from the fields of psychology, education, and history, the book provides an in-depth exploration of the role of historical narratives, history teaching, history textbooks and the work of civil society organizations in post-conflict societies undergoing reconciliation processes, and reflects on the state of the art at both the international and regional level. As well as dealing with the question of the ‘perpetrator-victim’ dynamic, the book also focuses on the particular context of transition in and out of cold war in Eastern Europe and the post-conflict settings of Northern Ireland, Israel and Palestine and Cyprus. It is also exploring the pedagogical classroom practices of history teaching and a critical comparison of various possible approaches taken in educational praxis. The book will make compelling reading for students and researchers of education, history, sociology, peace and conflict studies and psychology.

Cognitive psychology --- Social psychology --- History of education and educational sciences --- Educational psychology --- Teacher education. Teacher's profession --- History of Europe --- pedagogische psychologie --- geschiedenis --- onderwijs --- bewustzijn --- Europese geschiedenis --- persoonlijkheidsleer --- lerarenopleiding --- lesgeven --- Europe --- History --- Reconciliation --- Study and teaching --- Social aspects --- Education --- Consciousness. --- Educational psychology. --- History of Education. --- Teaching and Teacher Education. --- Personality and Social Psychology. --- Educational Psychology. --- European History. --- History. --- Psychology --- Apperception --- Mind and body --- Perception --- Philosophy --- Spirit --- Self --- Teaching --- Education—History. --- Teaching. --- Personality. --- Social psychology. --- Education—Psychology. --- Europe—History. --- Personal identity --- Personality psychology --- Personality theory --- Personality traits --- Personology --- Traits, Personality --- Individuality --- Persons --- Temperament --- Mass psychology --- Psychology, Social --- Human ecology --- Social groups --- Sociology --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- civil society organisations --- textbook studies --- history textbooks --- textbook writing --- post-conflict societies --- perpetrators --- victims

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This volume discusses the effects, models and implications of history teaching in relation to conflict transformation and reconciliation from a social-psychological perspective. Bringing together a mix of established and young researchers and academics, from the fields of psychology, education, and history, the book provides an in-depth exploration of the role of historical narratives, history teaching, history textbooks and the work of civil society organizations in post-conflict societies undergoing reconciliation processes, and reflects on the state of the art at both the international and regional level. As well as dealing with the question of the ‘perpetrator-victim’ dynamic, the book also focuses on the particular context of transition in and out of cold war in Eastern Europe and the post-conflict settings of Northern Ireland, Israel and Palestine and Cyprus. It is also exploring the pedagogical classroom practices of history teaching and a critical comparison of various possible approaches taken in educational praxis. The book will make compelling reading for students and researchers of education, history, sociology, peace and conflict studies and psychology.