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Informationen zum Autor Michalinos Zembylas is Assistant 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. Klappentext Reveals how the notions of identity, memory and reconciliation perpetuate or challenge attachments to essentialized ideas about peace and conflict. Zusammenfassung 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. It shows how the notions of identity! memory and reconciliation can perpetuate or challenge attachments to essentialized ideas about peace and conflict. Inhaltsverzeichnis Part 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 design experts in schools; 12. Memory and forgetting: a pedagogy of dangerous memories; 13. De-essentializing identity; 14. Designing different paths for reconciliation pedagogies....
