Formal and Non-formal Reform Efforts of History Teaching in Cyprus: Openings and Closures for Dangerous Memories and Reconciliation Pedagogies

Zembylas, Michalinos; Karahasan, Hakan

doi:10.1007/978-3-319-54681-0_13

Cited by 9 publications

(9 citation statements)

References 24 publications

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“…Future social‐ and political‐psychological research could further build on the current findings by investigating outcomes beyond empathy. We focused on empathy because many educational efforts assume that knowledge will lead to empathy; empathy is part of the social psychological understanding of reconciliation (Zembylas & Karahasan, 2017) and empathy is a predictor of positive intergroup relations (Vorauer, 2019). However, there are good reasons to assess outcomes beyond empathy.…”

Section: Discussionmentioning

confidence: 99%

“…They aim to increase understanding of critical historical knowledge , defined as knowledge about prior or long‐standing racism that is systemic (as opposed to isolated racist incidents perpetrated by individuals; Bonam et al, 2019; Coleman et al, 2021; Nelson et al, 2012; Salter et al, 2018). Sometimes, a goal of such education efforts is to increase empathy toward the harmed outgroup (Psaltis et al, 2017; Zembylas & Karahasan, 2017). But does knowledge about the past increase empathy?…”

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confidence: 99%

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“The More You Know”: Critical Historical Knowledge About Indian Residential Schools Increases Non‐Indigenous Canadians' Empathy for Indigenous Peoples

Neufeld

Starzyk

Boese

et al. 2021

Political Psychology

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The pursuit of intergroup reconciliation often includes efforts to educate with the goal of fostering empathy. Yet little empirical evidence demonstrates whether and why greater knowledge might increase empathy. In this research, we investigated whether more critical historical knowledge about a harmed outgroup increases empathy for them, and we explored whether perceptions of privity, the extent to which a past harm continues to cause suffering today, account for this relationship. We tested these hypotheses in the context of non‐Indigenous Canadians' knowledge of Indian Residential Schools and attitudes about Indigenous Peoples across eight laboratory studies with 1242 non‐Indigenous undergraduate students at two Canadian universities. In two studies, participants completed a multiple‐choice measure of knowledge. In the remaining studies, we experimentally varied knowledge through brief educational interventions. All studies included measures of empathy, and five studies included measures of privity. Internal meta‐analyses indicated that participants with higher levels of critical historical knowledge felt more empathy for the outgroup because they could better see how past intergroup harms continue to cause suffering today. We discuss implications for social and political psychological theory and designing education for reconciliation interventions in Canada and elsewhere.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

“The More You Know”: Critical Historical Knowledge About Indian Residential Schools Increases Non‐Indigenous Canadians' Empathy for Indigenous Peoples

Neufeld

Starzyk

Boese

et al. 2021

Political Psychology

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“…This narrative has been built into different sectors of society on both sides of the divide, thereby socialising people into accepting an ‘us’ versus ‘them’ dichotomy which demonises and dehumanises ‘the other’ community. For instance, the education curriculum is renowned for producing an ethnonationalist history centred on constructing an ‘enemy image’ (Dieronitou, 2014; Zembylas & Karahasan, 2017). GC school textbooks describe 1974 as a tragic end for the ‘Greek nation’ and the culmination of Turkish attempts to ‘grab Cyprus’ (Papadakis, 2008, p. 8), whilst TC textbooks perceive the intervention as a ‘Happy Peace Operation’ when the ‘Heroic Turkish Army’ came to rescue Turkish Cypriots from Greek Cypriot savagery (Papadakis, 2008, p. 14).…”

Section: Case Study and Methodsmentioning

confidence: 99%

Enabling Within Constraints: Assessing International Aid's Impact Upon Cypriot Peacebuilding Organisations

Barrow

2023

Journal of Peacebuilding & Development

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Indigenous civil society organisations (CSOs) are receiving a larger proportion of international aid than ever before. The international community supplies them with financial support owing to the belief that they can effectively mediate between disputant communities. The impact of this situation attracts scholarly debate. Whereas scholars traditionally assert that recipients transform into service-delivery organisations tied to the interests of their donors, some allege that CSOs retain the agency to negotiate how funds are spent in accordance with their own priorities. By focusing on Cypriot peacebuilding CSOs, I add further nuance to this debate. I argue that international aid enables CSOs to carry out peacebuilding initiatives according to their underlying agenda, owing to several contextual factors, providing they adhere to donors’ expectations and restrictions. International aid cannot therefore be reduced to having a solely positive or negative impact – a more complex picture emerges, to some degree suiting both donors and CSOs.

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“…close to the reference point) by social memory has an identity stake. Social memory, supporting group collective identity (Fogu -Kansteiner 2006;Palmberger 2016), the identity of the self, and national identity (Zembylas -Karahasan 2017), also acts as a cohesive factor (Šubrt 2011) and as a source of resistance to the challenges of history.…”

Section: Social Representations and Their Dependence On The Historical Contextmentioning

confidence: 99%

The Anti-Communist Resistance in the Făgăraș Mountains (Romania) as a Challenge for Social Memory and an Exercise of Critical Thinking

Sorea

Bolborici²

2021

sociológia

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The Anti-Communist Resistance in the Făgăraș Mountains (Romania) as a Challenge for Social Memory and an Exercise of Critical Thinking. Social memory is dynamic, adaptable to the ensemble of group perceptions on the present. In the first decade after WWII there were numerous active anti-communist armed resistance groups in the Romanian mountains. The most powerful resistance groups operated on the southern and northern sides of the Făgăraș Mountains. According to the results of exploratory research conducted in 2020 the representations of the anti-communist resistance in the mountains in Romanian young people's memories are feeble. Retrieving representations of the resistance is useful as critical exercise in understanding history, as source of identity comfort and as part of the lesson on totalitarianism.

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Formal and Non-formal Reform Efforts of History Teaching in Cyprus: Openings and Closures for Dangerous Memories and Reconciliation Pedagogies

Cited by 9 publications

References 24 publications

“The More You Know”: Critical Historical Knowledge About Indian Residential Schools Increases Non‐Indigenous Canadians' Empathy for Indigenous Peoples

“The More You Know”: Critical Historical Knowledge About Indian Residential Schools Increases Non‐Indigenous Canadians' Empathy for Indigenous Peoples

Enabling Within Constraints: Assessing International Aid's Impact Upon Cypriot Peacebuilding Organisations

The Anti-Communist Resistance in the Făgăraș Mountains (Romania) as a Challenge for Social Memory and an Exercise of Critical Thinking

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