Controversy in the classroom: how history teachers in the Western Balkans approach difficult topics?

References

• Bar-Tal, D., Oren, N., & Nets-Zehngut, R. (2014). Sociopsychological analysis of conflict- supporting narratives: A general framework. Journal of Peace Research, 51(5), 662–675. https://doi.org/10.1177/0022343314533984
   Web of Science ®Google Scholar
• Bickford, L. (Ed.). (2004). The encyclopedia of genocide and crimes against humanity (Vol. 3). MacMillan Reference USA.
   Google Scholar
• Bieber, F. (2014). Introduction. In F. Bieber, A. Galijaš, & R. Archer (Eds.), Debating the end of Yugoslavia (pp. 1–7). Ashgate.
   Google Scholar
• Branković, M., & Turjačanin, V. (2017). Setting the stage: Research on national, ethnic, and religious identities after the recent violent conflicts in the Western Balkans. In F. Pratto, I. Žeželj, E. Maloku, V. Turjačanin, & M. Branković (Eds.), Shaping social identities after violent conflict (pp. 13–52). Springer Berlin Heidelberg.
   Google Scholar
• Carretero, M. (2017a). The teaching of recent and violent conflicts as challenges for history education. In Psaltis, C., Carretero, M., & Cehajic-Clancy, S. (Eds.)., History education and conflict transformation, social psychological theories, history teaching and reconciliation (pp. 341–379). Palgrave Macmillan.
   Google Scholar
• Carretero, M. (2017b). Teaching history master narratives: Fostering imagi-nations. In M. Carretero, S. Berger, & M. Grever (Eds.), Palgrave handbook on Palgrave handbook of research in historical culture and education (pp. 511–529). Palgrave Macmillan.
   Google Scholar
• Cole, E. A. (2007). Introduction: Reconciliation and history education. In E. A. Cole (Ed.), Teaching the violent past: History education and reconciliation (1–28). Rowman & Littlefield.
   Google Scholar
• Council of Europe. (2002). The structures and standards of initial training for history teachers in South East Europe. https://rm.coe.int/1680697321
   Google Scholar
• Council of Europe. (2013). Assessment, tutorial structures and initial teacher education of trainee students in the subjects ‘political/civic education, social/cultural studies and history’ in Europe – A comparative study’. Retrieved May 14, 2018, from http://che.itthistory.eu/fileadmin/CHE_template/pdf_test/doc_7.5_comparative_study.pdf
   Google Scholar
• Davies, L. (2017). The power of a transitional justice approach to education. Post-conflict Education Reconstruction and Transitional Justice Studies on Education and Transitional Justice. Retrieved March 11, 2019, from International Center for Transitional Justice website: https://www.ictj.org/sites/default/files/Transitional_justice_edudcation_Davies.pdf
   Google Scholar
• Dearden, R. F. (1981). Controversial issues in the curriculum. Journal of Curriculum Studies, 13(1), 37–44. https://doi.org/10.1080/0022027810130105
   Web of Science ®Google Scholar
• Democracy in progress. (2018). Retrieved May 9, 2018, from European Western Balkans webiste: https://europeanwesternbalkans.com/wp-content/uploads/2018/03/Democracy-in-Progress.pdf
   Google Scholar
• Dimou, A. (Ed.). (2009). “Transition” and the politics of history education in Southeast Europe. V&R unipress
   Google Scholar
• Dryden-Peterson, S., & Sieborger, R. (2006). Teachers as memory makers: Testimony in the making of a new history in South Africa. International Journal of Educational Development, 26(4), 394–403. https://doi.org/10.1016/j.ijedudev.2005.09.008
   Web of Science ®Google Scholar
• Education Indicators. (n.d.). Retrieved October 10, 2019, from Indexmundi webpage: https://www.indexmundi.com/facts/topics/education
   Google Scholar
• EUROCLIO. (2018). Making sense of the past that refuses to pass. Recommendations for teaching Wars in Yugoslavia and its successor states. Retrieved May 13, 2018, from http://devedesete.net/policy-paper/
   Google Scholar
• Fischer, B. (2019). Albania since 1989: The hoxhaist legacy. In S. Ramet & C. Hassensta (Eds.), Central and Southeast European politics since 1989 (pp. 477–506). Cambridge University Press. https://doi.org/10.1017/9781108752466.019
   Google Scholar
• Gardinier, M. (2017). Albania: An overview. In C. Brock & T. Sprague (Eds.), Education in non-EU countries in Western and Southern Europe (123–150). Bloomsbury Publishing.
   Google Scholar
• History Curricula for primary schools and gymnasium in Albania. (n.d.). Retrieved October 10, 2019, from Pre-university Education Quality Assurance Agency website: http://izha.edu.al
   Google Scholar
• History Curricula for primary schools and secondary schools in Northern Ireland. (2015). Retrieved October 10, 2019, from Northern Ireland Curriculum website: http://www.nicurriculum.org.uk/connected_learning/thematic_units/citizenship/history.asp
   Google Scholar
• History Curricula for primary schools and secondary schools in Serbia. (n.d.). Retrieved October 10, 2019, from Institute for Improvement of Education website: http://www.zuov.gov.rs/poslovi/nastavni-planovi/nastavni-planovi-os-i-ss/
   Google Scholar
• Höpken, W. (1996). Oil on fire? Textbooks, ethnic stereotypes and violence in South-Eastern Europe. Hahnsche Buchhandlung.
   Google Scholar
• Jovanović, R. (2020). Intercultural education in post-conflict societies: Historical narratives of the breakup of Yugoslavia in Serbian high school history textbooks. In P. Pica- Smith, C. N. Veloria, & R. M. Contini (Eds.), Intercultural education. Critical perspectives, pedagogical challenges and promising practices (183–215). Nova Science publishers.
   Google Scholar
• Kello, K., & Wagner, W. (2017). History teaching as ‘Propaganda’? Teachers’ communication styles in post-transition societies. In C. Psaltis, M. Carretero, & S. Čehajić-Clancy (Eds.), History education and conflict transformation: Social psychological theories, history teaching and reconciliation (pp. 201–230). Springer International Publishing. https://doi.org/10.1007/978-3-319-54681-0_8
   Google Scholar
• Kitson, A., & McCully, A. (2005). “You hear about it for real in school”. Avoiding, containing and risk-taking in the history classroom. Teaching History, 120, London, 32–37. https://www.history.org.uk/secondary/resource/121
   Google Scholar
• Korostelina, K. (2013). History education in the formation of social identity: Toward a culture of peace. Palgrave-MacMillan.
   Google Scholar
• Koulouri, C. (Ed.). (2002). Clio in the Balkans: The politics of history education. Center for democracy and reconciliation in Southeast Europe.
   Google Scholar
• LaCapra, D. (2001). Writing history, writing trauma. Johns Hopkins University Press.
   Google Scholar
• Levy, S. A., & Sheppard, M. (2018). “Difficult knowledge” and the Holocaust in history education. In S. A. Metzger & L. McArthur Harris (Eds.), The Wiley international handbook of history teaching and learning. (365–387). Wiley Blackwell.
   Google Scholar
• Magill, C. (2016). Approaches to teaching the civil war and Franco Dictatorship in contemporary Spain. In D. Bentrovato, K. Korostelina, & M. Schulze (Eds.), History can bite. History education in divided and postwar societies. V&R Unipress.
   Google Scholar
• Marić, D. (2016). Homeland war in Croatian history education. between “one truth” and innovative history teaching. In D. Bentrovato, K. Korostelina, & M. Schulze (Eds.), History can bite. History education in divided and postwar societies. (85–110). V&R Unipress.
   Google Scholar
• Maric, D., & Jovanovic, R. (2017). Teachers on teaching: How practitioners see the current state and future developments in history education across the Western Balkans (Rep.). EUROCLIO.
   Google Scholar
• McCully, A. (2006). Practitioner perceptions of their role in facilitating the handling of controversial issues in contested societies: A Northern Irish experience. Educational Review, 58(1), 51–65. https://doi.org/10.1080/00131910500352671
   Web of Science ®Google Scholar
• McCully, A. (2012). History teaching, conflict and the legacy of the past. Education, Citizenship and Social Justice, 7(2), 145–159. https://doi.org/10.1177/1746197912440854
   Google Scholar
• Mickova-Raleva, A. (2017). Macedonia: Reforms of the education system. In C. Brock & T. Sprague (Eds.), Education in non-EU countries in Western and Southern Europe. (205–226). Bloomsbury Publishing.
   Google Scholar
• Ognjenović, G., & Jozelić, J. (Eds.). (2020). Nationhood and politicization of history in school textbooks. Identity, the curriculum and educational media. Palgrave Macmillan.
   Google Scholar
• Pešikan, A. (2017). Serbia: An overview. In C. Brock & T. Sprague (Eds.), Education in non-EU countries in Western and Southern Europe. (247–268). Bloomsbury Publishing.
   Google Scholar
• Podsakoff, P. M., MacKenzie, S. B., & Podsakoff, N. P. (2012). Sources of Method Bias in Social Science Research and Recommendations on How to Control It. Annual Review of Psychology, 63(1), 539–569. https://doi.org/10.1146/annurev-psych-120710-100452
   PubMed Web of Science ®Google Scholar
• Psaltis, C., Carretero, M., & Čehajić-Clancy, S. (Eds.) (2017) History education and conflict transformation. Social Psychological Theories, History Teaching and Reconciliation. Palgrave MacMillan
   Google Scholar
• Pupovci, D. (2009). Building New realities for teacher training in Kosovo. Opportunities after change education innovation and reform after conflict. International Institut, 175–186.
   Google Scholar
• Pupovci, D. (2017). Kosovo: An overview. In C. Brock & T. Sprague (Eds.), Education in non-EU countries in Western and Southern Europe. (177–204). Bloomsbury Publishing.
   Google Scholar
• Savenije, G., & Goldberg, T. (2019). Silences in a climate of voicing: Teachers’ perceptions of societal and self-silencing regarding sensitive historical issues. Pedagogy, Culture and Society, 27(1), 39–64. https://doi.org/10.1080/14681366.2019.1566162
   Web of Science ®Google Scholar
• Stradling, R., Baines, B., & Noctor, M. (1984). Teaching controversial issues. E. Arnold.
   Google Scholar
• Van der Leeuw-roord, J. (2012). A Key to Unlock the Past. History Education in Macedonia: An Analysis of Today Suggestions for the Future. EUROCLIO.
   Google Scholar
• Vered, S., Ambar, E., Fuxman, S., Hanna, E. N. A., & Bar-Tal, D. (2017). Between solidarity and openness: Self-censorship in education. In Bar-Tal, D., Nets-Zehngut, R. & Sharvit, K. (Eds.), Self-censorship in contexts of conflict (pp. 157–184). Springer.
   Google Scholar
• Weldon, G. (2005). ‘Thinking each other’s history’: Can facing the past contribute to education for human rights and democracy? International Journal of Historical Learning, Teaching and Research, 5(1), 1–9. https://doi.org/10.18546/HERJ.05.1.09
   Google Scholar
• World Data on Education: Montenegro (7th edition). (2011). Paris: UNESCO. Retrieved October 10, 2019, from UNESCO webpage: http://www.ibe.unesco.org/sites/default/files/Montenegro.pdf
   Google Scholar
• Zembylas, M. (2006). WITNESSING IN THE CLASSROOM: THE ETHICS AND POLITICS OF AFFECT. Educational Theory, 56(3),305–324. doi: doi.doi.https://doi.org/10.1111/j.1741-5446.2006.00228.x
   Google Scholar
• Zembylas, M. (2014). Theorizing “difficult knowledge” in the aftermath of the “affective turn”: Implications for curriculum and pedagogy in handling traumatic representations. Curriculum Inquiry, 44(3), 390–412. https://doi.org/10.1111/curi.12051
   Web of Science ®Google Scholar