Educating Citizens in Postwar Guatemala: Historical Memory, Genocide, and the Culture of Peace

Oglesby, Elizabeth

doi:10.1215/01636545-2006-013

Cited by 72 publications

(35 citation statements)

References 2 publications

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“…Directly addressing the history of conflict is often seen as impossible or inadvisable in education programming, in contrast to adultfocussed Truth and Reconciliation Commissions (Oglesby, 2007;Davies and Talbot, 2008). Rather than building a sense of nation through a shared history, then, there are efforts to imagine a shared future.…”

Section: Education the Nation And Citizenship Formationmentioning

confidence: 99%

‘For the future of the nation’: Citizenship, nation, and education in South Africa

Staeheli

Hammett

2013

Political Geography

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Publisher's copyright statement: NOTICE: this is the author's version of a work that was accepted for publication in Political geography. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be re ected in this document. Changes may have been made to this work since it was submitted for publication. A de nitive version was subsequently published in Political geography, 32, 2013, 10.1016/j.polgeo.2012.11.003Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details.

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Section: Education the Nation And Citizenship Formationmentioning

confidence: 99%

‘For the future of the nation’: Citizenship, nation, and education in South Africa

Staeheli

Hammett

2013

Political Geography

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“…The vacuum created by this omission creates a space susceptible for further manipulation in ways that perpetuate dividing narratives and other ethno-nationalist myths. The vacuum hinders the democratic process of open discussions of the troubled past and thus undermines the peace-building processes, attesting to the importance of history curriculum in post-conflict reconciliation (Cole, 2007;Oglesby, 2007).…”

Section: Bosnia and Herzegovina: Education At The Front Linementioning

confidence: 99%

Enacting the contested past: conflict narratives in educational spaces

Laketa

Suleymanova

2017

Geogr. Helv.

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Abstract. The article analyzes unfoldings and enactments of narratives on a politically divisive past in educational spaces of two multi-ethnic settings -the Republic of Tatarstan and Bosnia and Herzegovina. We explore how the contested past is represented within official school curricula and how it unfolds in concrete school settings. In each case we have a historic event that is a politically divisive and contentious issue. Though one of these historical events lies far back in history (1552) and the other is more recent (1992)(1993)(1994)(1995), in both cases the contested past is being silenced in the official history curricula. The paper is guided by the following question: in what ways does a past that is muted within a history curriculum continue to speak and structure the relationships of the school present? In order to answer this question, we situate our work within the literature on ethnographies of education, as well as the relatively new but burgeoning field of inquiry on emotional geographies and anthropologies of education. Drawing on ethnographic fieldwork in these two settings, we argue that the narratives on the violent past form and divide national communities not only through divergent views and interpretations of the historic event by the groups involved but also through strong emotional attachments to these narratives. We conclude by calling for a sustained engagement with emotions in educational settings as sites of embodiment that work to negotiate and actively rework top-down educational narratives, especially when considering the processes of identity-building through school spaces.

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“…More recently, the truth commission in Chile has made the connection between education and human rights promotion quite explicit, in recommending that human rights be integrated into all taught subjects so that students can use this knowledge as they learn to understand and deal with contemporary political problems (United States Institute of Peace, 1993). In Guatemala, the Truth Commission Report invigorated the discussion about the violent past and motivated teachers and schools to incorporate the report into their official curricula (Oglesby, 2007). In Argentina, every 24 March (anniversary of the 1976 coup) all schools are required to teach special classes on the meaning of human rights and the dictatorship.…”

Section: Justice and Remembrance Of The Pastmentioning

confidence: 99%

“…There are also many organized school trips to former concentration camps like Escuela de Mecánica de la Armada (ESMA) in Buenos Aires or La Perla in Cordoba. Post-conflict education, therefore, has the potential to "demystify the past" and inculcate the public culture of human rights (Sarkin, 1999) or, even broadly, the culture of peace (Oglesby, 2007). Public education about the violent past is especially important for "perpetrator states," where society has yet to undergo a profound repudiation of the criminal past (Dimitrijević, 2008).…”

Section: Justice and Remembrance Of The Pastmentioning

confidence: 99%

Remembrance, Public Narratives, and Obstacles to Justice in the Western Balkans

Subotić

2013

SSJ

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Educating Citizens in Postwar Guatemala: Historical Memory, Genocide, and the Culture of Peace

Cited by 72 publications

References 2 publications

‘For the future of the nation’: Citizenship, nation, and education in South Africa

‘For the future of the nation’: Citizenship, nation, and education in South Africa

Enacting the contested past: conflict narratives in educational spaces

Remembrance, Public Narratives, and Obstacles to Justice in the Western Balkans

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