A comparative study of the construction of memory and identity: in the curriculum in societies emerging from conflict:Rwanda and South Africa - Couverture souple

Weldon, Gail

 
9783838338552: A comparative study of the construction of memory and identity: in the curriculum in societies emerging from conflict:Rwanda and South Africa
Couverture souple
ISBN 10 : 3838338553 ISBN 13 : 9783838338552
Editeur : LAP Lambert Academic Publishing, 2010

Synopsis

This study analyses South Africa and Rwanda?s emergence from a past of gross human rights abuses, focusing on the articulation between the politics of memory and identity and history education. A common struggle of societies emerging from violent conflict is that of re-inventing or re-imagining the ?nation?. Education policy in post-conflict societies becomes an arena for asserting political visions for a new society - the history curriculum the means through which new collective memories and identities are reflected and asserted. The legacy of trauma is critical to the analysis educational change. This book examines the experience of transitional trauma arising from identity-based conflict as the focus of curriculum analysis. It raises questions about appropriate post-conflict curriculum and about the ways in which teacher identities formed during the conflict, filter curriculum knowledge. It contributes to the fields of education policy and curriculum studies in post-conflict societies and should be useful not only to researchers in this field, but also to education policy makers, historians and history educators and to NGOs in the field of education in Africa and elsewhere.

Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.

Présentation de l'éditeur

This study analyses South Africa and Rwanda?s emergence from a past of gross human rights abuses, focusing on the articulation between the politics of memory and identity and history education. A common struggle of societies emerging from violent conflict is that of re-inventing or re-imagining the ?nation?. Education policy in post-conflict societies becomes an arena for asserting political visions for a new society - the history curriculum the means through which new collective memories and identities are reflected and asserted. The legacy of trauma is critical to the analysis educational change. This book examines the experience of transitional trauma arising from identity-based conflict as the focus of curriculum analysis. It raises questions about appropriate post-conflict curriculum and about the ways in which teacher identities formed during the conflict, filter curriculum knowledge. It contributes to the fields of education policy and curriculum studies in post-conflict societies and should be useful not only to researchers in this field, but also to education policy makers, historians and history educators and to NGOs in the field of education in Africa and elsewhere.

Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.

Éditeur
LAP Lambert Academic Publishing
Date d'édition
2010
Langue
anglais
ISBN 10 
3838338553
ISBN 13 
9783838338552
Reliure
Broché
Nombre de pages
328
Coordonnées du fabricant
non disponible
Personne responsable
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