Teaching and Learning Difficult Histories in International Contexts

A Critical Sociocultural Approach
Grounded in a critical sociocultural approach, this volume examines issues associated with teaching and learning difficult histories in international contexts. Although official national historical narratives often exclude or marginalize victimized communities, teaching and learning difficult histories is necessary for increased dialog within co

Grounded in a critical sociocultural approach, this volume examines issues associated with teaching and learning difficult histories in international contexts. Defined as representations of past violence and oppression, difficult histories are contested and can evoke emotional, often painful, responses in the present. Teaching and learning these histories is contentious yet necessary for increased dialogue within conflict-ridden societies, reconciliation in post-conflict societies, and greater social cohesion in long-standing democratic nations. Focusing on locations and populations across the globe, chapter authors investigate how key themes—including culture, identity, collective memory, emotion, and multi-perspectivity, historical consciousness, distance, and amnesia—inform the teaching and learning of difficult histories.

Contributor: Terrie Epstein (Edited by), Carla Peck (Edited by)

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