Identity as immunology: history teaching in two ethnonational borders of Europe

Klerides, Eleftherios; Zembylas, Michalinos

doi:10.1080/03057925.2017.1292847

Cited by 11 publications

(7 citation statements)

References 14 publications

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“…As evidenced by several debates which took place in Cyprus during the last decades these narratives remain dominant and do not allow space for the Cyprocentric ones that challenge them (see for example Perikleous, 2015a;Onurkan-Samani & Tarhan, 2017). Klerides and Zembylas (2011) describe this phenomenon as a form of immunology where Cyprocentric narratives are prevented from passing the border of history textbooks in order to threaten ethnocentric identities. We suggest that the phenomenon goes beyond textbooks and that this imaginary border includes the narratives prescribed by curricular texts and educational policies too.…”

Section: Discussionmentioning

confidence: 99%

Those who control the narrative control the future: The teaching of History in Greek Cypriot and Turkish Cypriot schools

Perikleous¹,

Onurkan-Samani²,

Aliusta³

2021

HEJ

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History education in both the Greek Cypriot and the Turkish Cypriot educational systems in Cyprus is dominated by ethnocentric approaches. In the case of the former this is the idea of history education promoting a Hellenocentric narrative which aims to cultivate a Greek national identity, while in the case of the latter the promoted Turkocentric narrative seeks to cultivate a Turkish one. In the Greek Cypriot educational system this narrative tells the story of Cyprus as part of the Greek nation and the hardships that Greek Cypriots have suffered from their enemies and especially the Turks (Perikleous, 2015a). A similar narrative in many aspects exists in the Turkish Cypriot educational system; however in this the roles are reversed (Onurkan-Samani & Tarhan, 2017). In this sense one can argue that the teaching of history in both communities is utilised as a medium not only to create a collective memory but also to antagonise one community to another. These narratives are challenged by Cyprocentric ones in both communities which support the idea of promoting a Cypriot civic identity shared by Greek Cypriots and Turkish Cypriots. This article discusses aspects of history education in Cyprus during and following the British colonial rule on the island. Despite the fact that the Greek Cypriot and Turkish Cypriot educational systems evolved separately, especially after the decolonisation of the island, important similarities can be identified both in terms of their development and in terms of their current state.

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Section: Discussionmentioning

confidence: 99%

Those who control the narrative control the future: The teaching of History in Greek Cypriot and Turkish Cypriot schools

Perikleous¹,

Onurkan-Samani²,

Aliusta³

2021

HEJ

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“…However, in a case of conflict, where school curricula and teaching serve a notion of citizenship that is coterminous with a homogenous culture and nation, history teaching might produce xenophobia, not only towards the Turkish-Cypriot community, but also towards non-dominant groups, such as minorities, immigrants, and refugees (Hajisoteriou, 2011). It is in divided societies where history teaching should be the vehicle for the promotion of peace, reconciliation, and mutual respect and understanding, not only between the two major communities, but also with other social groups such as minorities, immigrants, and refugees (Klerides, 2016;Klerides and Zembylas, 2017). To this end, past research highlights the importance of school history in building interculturally-competent citizens (Leontsinis, 2007;Harris, 2013;Nordgren and Johansson, 2015;Nordgren, 2017;Solomou et al, 2019), as concept that we further discuss below.…”

Section: Introductionmentioning

confidence: 93%

What kind of history teaching may promote intercultural competence in culturally-diverse societies? Teachers’ reflections from a case of conflict

Hajisoteriou,

Solomou,

Antoniou

2023

Front. Educ.

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IntroductionIn our globalised world, the goal of cultivating a rigid national identity through school history should be replaced by the goals of developing global citizenship and safeguarding democracy. School history should thus balance the feeling of belonging to the state with the feeling of being a global citizen by building students’ intercultural competence through historical thought, conscience, and empathy. To this end, the main purpose of this research is to examine teachers’ perceptions of the best teaching strategies and practices to cultivate students’ intercultural competence through history education.MethodsThe study is implemented in Cyprus, as it provides for a context of conflict, in which history education is called to play a catalytic role in building reconciliation. Interviews were carried out with 18 high-school history teachers.ResultsBased on teachers’ perspectives, three thematic categories emerged from the data analysis; namely: (a) history teaching through an interdisciplinary approach, (b) history teaching through historical sources, and (c) history teaching through collaborative learning.DiscussionThe study bears wider implications for history curricula, teaching methodologies, and teachers’ training.

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“…This is a central part of several dilemmas when teaching and learning the near past. This review identifies multiple cases in which critical thinking and enquiry approaches are challenged by the context of war and trauma and possibly the objective of history to promote the vision of the nation (Bellino 2015;Glanvill-Miller 2017;Klerides and Zembylas 2017;Korostelina 2015;McCully 2012;Shepler and Williams 2017).…”

Section: Multiple Narrativesmentioning

confidence: 99%

Teaching and learning the most recent history in divided societies emerging from conflict: A review of the literature through the lens of social justice

Skårås

2021

Journal of Peace Education

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In recent years, a number of nation states have signed peace protocols and entered processes of peace and reconciliation. This has led to an increasing pool of literature on history education in these divided and diverse societies emerging from violent conflict. This article provides a review of the latest developments in this field which focuses on the often counterproductive objectives of developing critical thinking skills in students while simultaneously promoting patriotism and a vision of a nation. Through a theoretical lens centering on politics of recognition, redistribution, and representation, I analyze research literature that focuses on the teaching and learning of recent history and how the subject of history might facilitate social justice for all. Findings from this review show that the affective dimension of the curriculum and the vision of the nation in these contexts promote single narratives of the past and therefore cultivate an identity model of recognition which encourages separatism and intolerance.

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Identity as immunology: history teaching in two ethnonational borders of Europe

Cited by 11 publications

References 14 publications

Those who control the narrative control the future: The teaching of History in Greek Cypriot and Turkish Cypriot schools

Those who control the narrative control the future: The teaching of History in Greek Cypriot and Turkish Cypriot schools

What kind of history teaching may promote intercultural competence in culturally-diverse societies? Teachers’ reflections from a case of conflict

Teaching and learning the most recent history in divided societies emerging from conflict: A review of the literature through the lens of social justice

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