Witness as Study: The Difficult Inheritance of Testimony

Simon, Roger I.; Eppert, Claudia; Clamen, Mark; Béres, Laura

doi:10.1007/978-1-137-11524-9_7

Cited by 4 publications

(1 citation statement)

References 8 publications

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“…. but also (and this is key) what one has learned of and within the disturbances and disruptions inherent in comprehending the substance and significance of these events” (Simon, Eppert, Clamen, & Beres, 2001, p. 294). In Simon's (1993) terms, dangerous memories may serve as “insurgent commemoration” or “counter‐commemoration” in offering disruptive alternatives.…”

Section: Toward a Pedagogy Of Dangerous Memories: Struggling For Anammentioning

confidence: 99%

Education and the Dangerous Memories of Historical Trauma: Narratives of Pain, Narratives of Hope

Zembylas

Bekerman

2008

Curriculum Inquiry

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The purpose of this article is to explore the meanings and implications of dangerous memories in two different sites of past traumatic memories: one in Israel and the other in Cyprus. Dangerous memories are defined as those memories that are disruptive to the status quo, that is, the hegemonic culture of strengthening and perpetuating existing group-based identities. Our effort is to outline some insights from this endeavor-insights that may help educators recognize the potential of dangerous memories to ease pain and offer hope. First, a discussion on memory, history and identity sets the ground for discussing the meaning and significance of dangerous memories in the history curriculum. Next, we narrate two stories from our longitudinal ethnographic studies on trauma and memory in Israel and Cyprus; these stories are interpreted through the lens of dangerous memories and their workings in relation to the hegemonic powers that aim to sustain collective memories. The two different stories suggest that collective memories of historical trauma are not simply "transmitted" in any simple way down the generations-although there are powerful workings that support this transmission. Rather, there seems to be much ambivalence in the workings of memories that under some circumstances may create openings for new identities. The final section discusses the possibilities of developing a pedagogy of dangerous memories by highlighting educational implications that focus on the notion of creating new solidarities without forgetting past traumas. This last section employs dangerous memories as a critical category for pedagogy in the context of our general concern about the implications of memory, history and identity in educational contexts.All memory is individual, unreproducible-it dies with each person. What is called collective memory is not a remembering but a stipulating: that this is important, and

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Section: Toward a Pedagogy Of Dangerous Memories: Struggling For Anammentioning

confidence: 99%

Education and the Dangerous Memories of Historical Trauma: Narratives of Pain, Narratives of Hope

Zembylas

Bekerman

2008

Curriculum Inquiry

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Teaching Contested Narratives

Bekerman

Zembylas

2011

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In troubled societies narratives about the past tend to be partial and explain a conflict from narrow perspectives that justify the national self and condemn, exclude and devalue the 'enemy' and their narrative. 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. Presenting ethnographic data from local contexts in Cyprus and Israel, and demonstrating the relevance to educational settings in countries which suffer from conflicts all over the world, the authors explore the challenges of teaching narratives about the past in such societies, discuss how historical trauma and suffering are dealt with in the context of teaching, and highlight the potential of pedagogical interventions for reconciliation. The book shows how the notions of identity, memory and reconciliation can perpetuate or challenge attachments to essentialized ideas about peace and conflict.

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Performative Auto/biography in Ruth Klüger’s <i>Still Alive</i>: A Holocaust Girlhood Remembered

Costello

2011

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Witness as Study: The Difficult Inheritance of Testimony

Cited by 4 publications

References 8 publications

Education and the Dangerous Memories of Historical Trauma: Narratives of Pain, Narratives of Hope

Education and the Dangerous Memories of Historical Trauma: Narratives of Pain, Narratives of Hope

Teaching Contested Narratives

Performative Auto/biography in Ruth Klüger’s <i>Still Alive</i>: A Holocaust Girlhood Remembered

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