The Teaching of Recent and Violent Conflicts as Challenges for History Education

Carretero, Mario

doi:10.1007/978-3-319-54681-0_14

Cited by 30 publications

(20 citation statements)

References 45 publications

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“…Across two studies, we probe a rich corpus of statesanctioned textbooks and public YouTube videos about the dictatorship of Ferdinand Marcos in the Philippines . Our findings highlight the distinct yet complementary roles of veiled apologetics and insurgent nostalgia in engendering contested memories of the regime, with implications for understanding how history education and digital spaces shape living historical memories (Carretero, 2017;Kenny, 2017;Recuber, 2012). In this view, we propose theoretical and methodological contributions to critical social psychological scholarship on the sociogenesis of contested memories, grounded in the wider political and cultural contexts of nascent democracies (Howarth, 2006;Montiel, 2018).…”

mentioning

confidence: 74%

“…Foregrounding processes of sociogenesis, this work fleshes out how textbooks and social media shape contested memories of the Marcos dictatorship through veiled apologetics and insurgent nostalgia. Addressing related debates on critical history education and digital democracy (Carretero, 2017;Kaprans, 2016;Oteiza & Achugar, 2018), we discuss implications of these findings in several ways. Firstly, we unpack the distinct features of institutional and informal semiotic spaces which mediate contested memories in contexts of post-authoritarian democratic fragility (Fukuoka, 2015;Molden, 2016).…”

Section: Discussionmentioning

confidence: 97%

“…We posit that expanded attention to the semiotic dynamics of living historical memories may shed light on the diversity of societal traumas during and after authoritarian regimes, pin down their influence on public discourse, and potentially inform more resilient mnemonic practices (Oteiza & Achugar, 2018;Veltri, 2015). Such practices would vitally engage the historical complexities both veiled apologetics and insurgent nostalgia systematically sidestep, by seeking instead to account for the legacies of dictatorial abuse without decontextualizing democratic transition from the unfinished process of democratization (Carretero, 2017;Montiel, 2018). While this work maps contests over living historical memory in nascent democracies like the Philippines, we also acknowledge how such conflicts may persist amid entrenched inequalities even in more advanced democracies (Sibley et al, 2008).…”

Section: Critical Social Psychology For Contested Memoriesmentioning

confidence: 95%

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Veiled apologetics and insurgent nostalgia: Sociogenesis of contested memories of the Marcos dictatorship

Uyheng

Roxas

Herras

2020

Asian J of Social Psycho

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Across many nascent democracies, living historical memories of past conflicts are vulnerable to contestation. Past scholarship explains such mnemonic dissonances as the outcome of either broad cultural scripts or top-down political maneuvering. Building on these insights, we utilize the concept of sociogenesis to show how contested memories are semiotically mediated within institutional and informal spaces. Across two studies, we employ mixed methods designs to examine social representations of the Marcos dictatorship in the Philippines, using (a) nationally endorsed history textbooks (N = 86 pages), and (b) online comments (N = 9605) on public YouTube videos (N = 978). We find that textbooks construct the dictatorship in terms of veiled apologetics, leveraging representational strategies of balanced reportage to commensurate the dictatorship's legacies of abuse against contributions to economic and infrastructure programs. Meanwhile, social media messages represent the regime in terms of insurgent nostalgia, which yearns for a mythologized past under the strongman Marcos in rejection of an elite-coded democratic present. We discuss implications of our findings for broader social psychological discussions of living historical memories in the context of structural fragility, linking to related debates on critical history education, digital democracy, and the resurgence of authoritarianism locally and worldwide.

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mentioning

confidence: 74%

Section: Discussionmentioning

confidence: 97%

Section: Critical Social Psychology For Contested Memoriesmentioning

confidence: 95%

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Veiled apologetics and insurgent nostalgia: Sociogenesis of contested memories of the Marcos dictatorship

Uyheng

Roxas

Herras

2020

Asian J of Social Psycho

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“…38 They transmit prevalent values and sense of belonging and common past through history teaching in particular. 39 At times the construction of collective identity is undertaken through a hegemonic narrative of national unity and national identity that is created by forgetting alternative communal loyalties and silencing the past. 40 A case in point is Rwanda where the official unifying narrative negates the existence of multiple communal identities.…”

Section: Education As a Tool For Reconciliationmentioning

confidence: 99%

Silencing the past in Ugandan schools. The role of education in reconciliation processes

Datzberger

Donovan

2018

Peacebuilding

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This article assesses how reconciliation in post-conflict Uganda is currently approached in the country's education sector. It highlights that education is in the main equated with economic development thereby side-lining the legacies of past conflicts and social injustices. In the view of Uganda's highly politicised reconciliation process, this may not come as a surprise. Interviewees pointed to a general fear, that addressing past conflicts in official curricula could revive tensions.However, fieldwork further revealed that a sheer absence of reconciliation through the education sector could be dangerous in two ways. First, silencing past conflicts in schools may have a depoliticising effect on a population as a whole. It deprives a society of constructing a social, cultural and national identity that is based on multiple understandings of a conflict. Second, the absence of a social truth based on different narratives of the conflict can in the long-term trigger new forms of structural violence if not conflict or violent unrest.

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“…No obstante, en el ámbito de la educación histórica se suele señalar que la Historia más conflictiva puede y debe trabajarse en el aula, siempre y cuando entendamos su enseñanza, no como la transmisión de un relato, sino como una tarea intelectual de análisis del pasado (Carretero, 2017). Desde esta perspectiva, la Historia reciente nos brinda una buena oportunidad para trabajar sobre periodos cortos en el tiempo, y sobre aspectos muy interesantes como la multiperspectividad o el análisis de las causas y consecuencias.…”

Section: Introducción: Historia Reciente Y Enseñanzaunclassified

Ideas de los jóvenes españoles acerca del pasado reciente: el caso de la Transición a la democracia

Agustí¹,

Martínez-Rodríguez²,

Miguel-Revilla³

et al. 2019

FdP

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La condición de pasado vivo de la Historia reciente, en la que están presentes memorias enfrentadas, confiere un extraordinario valor formativo a los procesos históricos más próximos, como la Transición española a la democracia. No obstante, estudios previos en España evidencian que los profesores no suelen conceder demasiado tiempo ni atención a esta parcela de la Historia. De ahí el interés del presente estudio, cuyo objetivo consiste en analizar las teorías implícitas de los adolescentes acerca del establecimiento de la democracia en España, al finalizar la educación obligatoria. Para ello se ha diseñado una investigación de carácter mixto cuali-cuantitativo, interrogando a 913 estudiantes de ocho ciudades españolas a través de un cuestionario de preguntas abiertas y cerradas, donde el alumnado tuvo que seleccionar una opción de entre varias y, a continuación, justificar o explicar su elección. Los datos han sido procesados cuantitativamente con el software SPSS, y cualitativamente con ATLAS.ti. Los resultados demuestran que los jóvenes entienden la necesidad de un periodo de tiempo para adecuar las estructuras políticas al nuevo sistema democrático a través de la negociación entre fuerzas políticas, con el objetivo de llegar a pactos y acuerdos, aunque no siempre apliquen estas ideas al contexto actual. Llama la atención que una parte importante de ellos perciban el proceso como violento, una idea alejada de la visión historiográfica mayoritariamente presente en los libros de texto, que interpreta la Transición como un periodo histórico modélico, exportable a otros contextos.

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The Teaching of Recent and Violent Conflicts as Challenges for History Education

Cited by 30 publications

References 45 publications

Veiled apologetics and insurgent nostalgia: Sociogenesis of contested memories of the Marcos dictatorship

Veiled apologetics and insurgent nostalgia: Sociogenesis of contested memories of the Marcos dictatorship

Silencing the past in Ugandan schools. The role of education in reconciliation processes

Ideas de los jóvenes españoles acerca del pasado reciente: el caso de la Transición a la democracia

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