690
Views
5
CrossRef citations to date
0
Altmetric
Articles

What happened and why? Considering the role of truth and memory in peace education curricula

&

References

  • Bajaj, M. (2008). ‘Critical’ peace education. In M. Bajaj (Ed.), Encyclopedia of peace education (pp. 135–146). Charlotte, NC: Information Age Publishing.
  • Bajaj, M. (2015). ‘Pedagogies of Resistance’ and critical peace education praxis. Journal of Peace Education, 12, 154–166.10.1080/17400201.2014.991914
  • Bajaj, M., & Brantmeier, E. J. (2011). The politics, praxis, and possibilities of critical peace education. Journal of Peace Education, 8, 221–224.
  • Barkan, E. (2001). The guilt of nations: Restitution and negotiating historical injustices. New York: W.W. Norton & Company.
  • Bar-Tal, D. (2002). The elusive nature of peace education. In G. Salomon & B. Nevo (Eds.), Peace education: The concept, principles and practice around the world (pp. 27–36). Mahwah, NJ: Erlbaum.
  • Bar-Tal, D., & Bennink, G. H. (2004). The nature of reconciliation as an outcome and as a process. In Y. Bar-Siman-Tov (Ed.), From conflict resolution to reconciliation (pp. 11–38). Oxford: Oxford University Press.10.1093/acprof:oso/9780195166439.001.0001
  • Bekerman, Z. (2009). The complexities of teaching historical conflictual narratives in integrated Palestinian-Jewish schools in Israel. International Review of Education, 55, 235–250.10.1007/s11159-008-9123-y
  • Bijlsma, S. (2009). Teaching history: Looking for unity in Rwanda’s classrooms. In S. Nicolai (Ed.), Opportunities for change. Education innovation and reform during and after conflict (pp. 218–229). Paris: UNESCO.
  • Bourguignon, E. (2005). Memory in an amnesic world: Holocaust, exile, and the return of the suppressed. Anthropological Quarterly, 78, 63–88.10.1353/anq.2005.0004
  • Boyden, J. (2000). Social healing in war-affected and displaced children. Paper presented at the International Consultation on Children in Adversity, Oxford. September 10–13.
  • Branch, D. (2011). Kenya: Between hope and despair, 1963–2011. London: Yale University Press.
  • Bryman, A. (2008). Social research methods. Oxford: Oxford University Press.
  • Cole, E. (2007). Introduction: Reconciliation and history education. In E. Cole (Ed.) Teaching the violent past. History education and reconciliation (pp. 1–28). Lanham: Rowman & Littlefield.
  • Danesh, H. B. (2006). Towards an integrative theory of peace education. Journal of Peace Education, 3, 55–78.10.1080/17400200500532151
  • Davies, L. (2004). Education and conflict. Complexity and chaos. Oxon: Routledge.
  • Denscombe, M. (2010). The good research guide for small-scale social research projects. Maidenhead: Open University Press.
  • Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative Inquiry, 12, 219–245.10.1177/1077800405284363
  • Gibson, J. (2006). The contributions of truth to reconciliation. Lessons from South Africa. Journal of Conflict Resolution, 50, 409–432.10.1177/0022002706287115
  • Harneit-Sievers, A., & Peters, R.-M. (2008). Kenya’s 2007 general election and its aftershocks. Africa Spectrum, 43, 133–144.
  • Harris, I. M. (2004). Peace education theory. Journal of Peace Education, 1, 5–20.10.1080/1740020032000178276
  • Hart, J. (2006). Saving children: What role for anthropology? Anthropology Today, 22, 5–8.10.1111/anth.2006.22.issue-1
  • Hart, J. (2011). Young people and conflict: The implications for education. In J. Paulson (Ed.), Education and reconciliation. Exploring conflict and post-conflict situations (pp. 11–31). London: Continuum.
  • Hayner, P. (2001). Unspeakable truths: Confronting state terror and atrocity. New York, NY: Routledge.
  • Human Rights Watch. (2008). Ballots to bullets. Organized political violence and Kenya’s crisis of governance. Human Rights Watch, 20(1). Retrieved August 19, 2013, from http://www.hrw.org/reports/2008/kenya0308/kenya0308web.pdf
  • King, N. (2012). Doing template analysis. In G. Symon & C. Cassell (Eds.), Qualitative organizational research: Core methods and current challenges (pp. 426–450). London: Sage.
  • Klopp, J., & Kamungi, P. (2008). Violence and elections: Will Kenya collapse? World Policy Journal, 24, 11–18.
  • Kupermintz, H., & Salomon, G. (2005). Lessons to be learned from research on peace education in the context of intractable conflict. Theory Into Practice, 44, 293–302.10.1207/s15430421tip4404_3
  • Lauritzen, S. M. (2013). Building a culture of peace: Peace education in Kenyan primary schools ( Doctoral dissertation). York: University of York.
  • Lauritzen, S. M. (2016a). Educational change following conflict: Challenges related to the implementation of a peace education programme in Kenya. Journal of Educational Change, 17, 319–336.
  • Lauritzen, S. M. (2016b). Building peace through education in a post-conflict environment: A case study exploring perceptions of best practices. International Journal of Educational Development, 51, 77–83.
  • Lederach, J. P. (1997). Building peace. Sustainable reconciliation in divided societies. Washington, DC: United States Institute of Peace Press.
  • Marshall, D. (1999). The construction of children as an object of international relations: The declaration of children’s rights and the child welfare committee of league of nations, 1900–1924. The International Journal of Children’s Rights, 7, 103–148.10.1163/15718189920494309
  • McIlwaine, P. (2013). Embedding integration through the antibias curriculum. In C. McGlynn, M. Zembylas, & Z. Bekerman (Eds.), Integrated education in conflicted societies. Basingstoke: Palgrave Macmillan, 213–227.10.1057/9781137280985
  • Mendeloff, D. (2004). Truth-seeking, truth-telling, and postconflict peacebuilding: Curb the enthusiasm? International Studies Review, 6, 355–380.10.1111/misr.2004.6.issue-3
  • Merriam, S. K. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
  • Ministry of Education. (2012). Education sector policy on peace education [ Internal policy paper]. Nairobi: Ministry of Education. Government of Kenya.
  • MoE, UNICEF, & UNHCR. (2008). Peace education programme activity book class 6–8. Nairobi: Ministry of Education, Government of Kenya.
  • Ndungú, C. G. (2014). Lessons to be learned: An analysis of the final report of kenya’s truth, justice and reconciliation commission. ( ICTJ Briefing May 2014). Nairobi: ICTJ. Retrieved from https://www.ictj.org/sites/default/files/ICTJ-Briefing-Kenya-TJRC-2014.pdf
  • Ndura-Ouedraogo, E. (2009). Grassroots voices of hope. Educators’ and students’ perspectives on educating for peace in post-conflict Burundi. In C. McGlynn, Z. Bekerman, M. Zembylas, & T. Gallagher (Eds.), Peace education in conflict and post-conflict societies. Comparative perspectives (pp. 27–41). New York, NY: Palgrave Macmillan.10.1057/9780230620421
  • Obura, A. (2003). Never again. Educational reconstruction in Rwanda. Paris: International Institute for Educational Planning.
  • Obura, A. P. (2002). Peace education programme in Dadaab and Kakuma, Kenya – Evaluation summary. Geneva: UNHCR.
  • Oglesby, E. (2007). Historical memory and the limits of peace education: Examining Guatemala’s Memory of Silence and the politics of curriculum design. In E. Cole (Ed.) Teaching the violent past. History education and reconciliation (pp. 175–202). Lanham: Rowman & Littlefield.
  • Paulson, J. (2006). The educational recommendations of truth and reconciliation commissions: Potential and practice in Sierra Leone. Research in Comparative and International Education, 1, 335–350.10.2304/rcie
  • Paulson, J. (Ed.). (2011). Education and reconciliation. Exploring conflict and post-conflict situations. London: Continuum books.
  • Quinn, J. R. (2009). Introduction. In J. R. Quinn (Ed.) Reconciliation(s). Transitional justice in postconflict societies (pp. 3–13). Montréal: McGill-Queen’s University Press.
  • Rotberg, R. I. (2000). Truth commissions and the provision of truth, justice and reconciliation. In R. I. Rotberg & D. Thompson (Eds.), Truth v. justice. The morality of truth commissions (pp. 3–22). Princeton, NJ: Princeton University Press.10.1515/9781400832033
  • Rotberg, R. I. (2006). Building legitimacy through narrative. In R. I. Rotberg (Ed.), Israeli and Palestinian narratives of conflict: History’s double helix (pp. 1–18). Bloomington: Indiana University Press.
  • Smith, A. (2005). Education in the twenty-first century: Conflict, reconstruction and reconciliation. Compare, 35, 373–391.
  • UNESCO. (2010). Protecting education from attack: A state-of-the-art review. Paris: UNESCO. Retrieved October 19, 2013, from http://www.unesco.org/new/en/unesco/themes/pcpd/education-in-emergencies/protecting-education-from-attack/
  • Weinstein, H. M., Freedman, S. W., & Hughson, H. (2007). School voices: Challenges facing education systems after identity-based conflicts. Education, Citizenship and Social Justice, 2, 41–71.10.1177/1746197907072128
  • Winthrop, R., & J. Kirk. (2011). Learning for a bright future. Schooling, armed conflict, and children’s well-being. In K. Mundy and S. Dryden-Peterson (Eds.), Educating children in conflict zones. Research, policy, and practice for systematic change. A tribute to jackie kirk (pp. 101–121). New York, NY: Teachers College, Columbia University.
  • Yin, R. K. (2009). Case study research. Design and methods. London: Sage.
  • Zembylas, M., & Bekerman, Z. (2008). Education and the dangerous memories of historical trauma: Narratives of pain, narratives of hope. Curriculum Inquiry, 38, 125–154.10.1111/j.1467-873X.2007.00403.x
  • Zembylas, M., & Bekerman, Z. (2013). Peace education in the present: Dismantling and reconstructing some fundamental theoretical premises. Journal of Peace Education, 10, 197–214.10.1080/17400201.2013.790253
  • Zembylas, M., Charalambous, C., Charalambous, P., & Kendeou, P. (2011). Promoting peaceful coexistence in conflict-ridden Cyprus: Teachers’ difficulties and emotions towards a new policy initiative. Teaching and Teacher Education, 27, 332–341.10.1016/j.tate.2010.08.015
  • Zembylas, M., Charalambous, P., & Charalambous, C. (2012). Manifestations of Greek-Cypriot teachers’ discomfort toward a peace education initiative: Engaging with discomfort pedagogically. Teaching and Teacher Education, 28, 1071–1082.10.1016/j.tate.2012.06.001

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.