Teaching Contested Narratives: Identity,

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.

Zvi Bekerman teaches anthropology of education at the School of Education and The Melton Center, Hebrew University of Jerusalem, and has served as a research fellow at the Truman Institute for the Advancement of Peace, Hebrew University. His main research interests are in the study of cultural, ethnic and national identity, including identity processes and negotiations during intercultural encounters and in formal/informal learning contexts. Recently his research has focused on educational strategies and processes geared towards the achievement of peace and reconciliation. Michallnos Zembylas is Associate Professor of Education at the Open University of Cyprus. His research interests are in the areas of educational philosophy and curriculum theory, and his work focuses on exploring the role of emotion and affect in curriculum and pedagogy. He is particularly interested in how affective politics intersect with issues of social justice pedagogies, intercultural and peace education, and citizenship education.

Acknowledgments	p. vii
Permissions	p. viii
Introduction and theoretical underpinnings
Introduction	p. 3
Problematizing peace education romanticism	p. 24
On conflict, identity and more	p. 44
Living and teaching contested narratives
Victims and perpetrators: how teachers live with contested narratives	p. 71
(Im)possible openings	p. 86
The everyday challenges of teaching children from conflicting groups	p. 100
The emotional complexities of teaching contested narratives	p. 114
Mourning, forgiveness and reconciliation: problems and possible solutions
The nationalization of mourning in troubled societies	p. 135
The work of mourning in schools: ambivalent emotions and the risks of seeking mutual respect and understanding	p. 148
Forgiveness as a possible path towards reconciliation	p. 164
Conclusions: implications for peace education
Becoming critical design experts in schools	p. 185
Memory and forgetting: a pedagogy of dangerous memories	p. 196
De-essentializing identity	p. 213
Designing different paths for reconciliation pedagogies	p. 224
References	p. 231
Index	p. 256
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Teaching Contested Narratives: Identity, Memory and Reconciliation in Peace Education and Beyond

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