Representations of violent pasts in memorial museums. Ethical reflection and history education (Las representaciones de pasados violentos en museos memoriales. Reflexión ética y enseñanza de la historia)

References / Referencias

• Arendt, H. (1970). On violence. New York, NY: Harcourt Brace & Company.
   Google Scholar
• Barton, K., & Levstik, L. (2004). Teaching history for the common good. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Bermudez, A. (2015). Four tools of critical thinking in history, social studies and civic education. Revista de Estudios Sociales, 52, 102–118.
   Web of Science ®Google Scholar
• Bermudez, A. (2019). The normalization of political violence in history textbooks: Ten narrative keys (Dialogues on Historical Justice and Memory Network Working Paper Series, 15) (pp. 1–22).
   Google Scholar
• Bermudez, A., & Argumero, D. (2018). The narrative framing of violence in teaching resources about the Spanish Conquest of America. Panta Rei, 1. doi:10.6018/pantarei/2018/5
   Google Scholar
• Bermudez, A., & Stoskopf, A. (2019). Representations of political violence in American history textbooks: Interrogating the “trail of tears” narrative. In C. Pica-Smith, C. Veloria, & R. Contini (Eds.), Intercultural education: Critical perspectives, pedagogical challenges, and promising practices (pp. 151–182). New York, NY: Nova Science Publishers.
   Google Scholar
• Brown, A. L., & Brown, K. D. (2010). Strange fruit indeed: Interrogating contemporary textbook representations of racial violence towards African Americans. Teachers College Record, 112(1), 31–67.
   Web of Science ®Google Scholar
• Carr, E. H. (1962). What is history? New York, NY: Knopf.
   Google Scholar
• Carretero, M. (2007). Documentos de Identidad: La construccion de la memoria historica en el mundo global. Buenos Aires: Paidos.
   Google Scholar
• Cole, E. (Ed.). (2007). Teaching the violent past: History education and reconciliation. New York, NY: Rowman & Littlefield Publishers.
   Google Scholar
• Conill, J. (2001). Aspectos éticos de la globalización. Justicia, solidaridad y esperanza frente a la globalización. Documentación Social, 125, 225–242.
   Google Scholar
• Connerton, P. (2008). Seven types of forgetting. Memory Studies, 1, 59–71.
   Web of Science ®Google Scholar
• Cortina, A. (1998). Hasta un pueblo de demonios. Ética pública y sociedad. Madrid: Taurus.
   Google Scholar
• De Bruijn, P. (2014). Bridges to the past: Historical distance and multiperspectivity in English and Dutch heritage educational resources (Unpblished PhD dissertation). Erasmus University Rotterdam, Rotterdam. https://repub.eur.nl/pub/77834/
   Google Scholar
• De Groot, J. (2016). Consuming history: Historians and heritage in contemporary popular culture. London: Routledge.
   Google Scholar
• Epstein, T., & Peck, C. (2017). Teaching and learning difficult histories in international contexts: A critical sociocultural approach. New York, NY: Routledge.
   Google Scholar
• Galtung, J. (1990). Cultural violence. Journal of Peace Research, 27, 291–305.
   Web of Science ®Google Scholar
• Grever, M., & Adriaansen, J. (2017). Historical culture: A concept revisited. In M. Carretero, S. Berger, & M. Grever (Eds.), Palgrave handbook of research in historical culture and education (pp. 73–89). Basingstoke: Palgrave Macmillan.
   Google Scholar
• Grever, M., & van der Vlies, T. (2017). Why national narratives are perpetuated: A literatura review on new insights from history textbook research. London Review of Education, 15, 286–300.
   Web of Science ®Google Scholar
• Haste, H., & Bermudez, A. (2017). The power of story: Historical narratives and the construction of civic identity. In M. Carretero, S. Berger, & M. Grever (Eds.), Palgrave handbook of research in historical culture and education (pp. 427–447). Basingstoke: Palgrave MacMillan.
   Google Scholar
• Hein, L., & Selden, M. (Eds.). (2000). Censoring history. Citizenship and memory in Japan, Germany, and the United States States. Armonk, NY: M.E. Sharpe.
   Google Scholar
• Korostelina, K., & Lässig, S. (Eds.). (2013). History education and post-conflict reconciliation: Reconsidering joint textbook projects. Abingdon: Routledge.
   Google Scholar
• Lehrer, E., Milton, C., & Patterson, M. (Eds.). (2011). Curating difficult knowledge: Violent pasts in public places. New York, NY: Palgrave Macmillan Memory Studies.
   Google Scholar
• McCully, A. (2010). What role for history teaching in the transitional justice process in deeply divided societies? In I. Nakou, & I. Barca (Eds.), Contemporary public debates over history education (pp. 169–184). Charlotte, NC: IAP.
   Google Scholar
• Milligan, A., Gibson, L., & Peck, C. L. (2018). Enriching ethical judgments in history education. Theory & Research in Social Education, 46, 449–479.
   Web of Science ®Google Scholar
• Morgan, P. (2006). Morality and slavery. European Review, 14, 393–399.
   Google Scholar
• Padilla, A., & Bermúdez, Á. (2016). To normalize conflict and denormalize violence: Challenges and possibilities in a critical teaching of history of the Colombian armed conflict. Revista Colombiana de Educación, 1(71), 187–218.
   Google Scholar
• Pingel, F. (2016). Peace in war museums and war in peace museums? A comparative view on military museums in Europe and East Asia. International Journal for History and Social Sciences Education, 1, 67–114.
   Google Scholar
• Poulot, D., Lanzarote Guiral, J. M., & Bodenstein, F. (Eds.) (2012). National Museums and the Negotiation of Difficult Pasts Conference Proceedings from EuNaMus, Identity Politics, the Uses of the Past and the European Citizen, Brussels 26-27 Janurary 2012. Linkoping, Sweden: Linkoping University Electronic Press. Report published with support of European Union´s Seventh Framework Programme for Research / Project title: European national museums: Identity politics, the uses of the apst and the European Citizen. http://www.ep.liu.se/ecp-home/index.en.aspx?issue=082
   Google Scholar
• Psaltis, C., Carretero, M., & Cehajic-Clancy, S. (Eds.). (2017). History education and conflict transformation. Social psychosocial theories, history teaching and reconciliation. Basingstoke: Palgrave MacMillan.
   Google Scholar
• Ricoeur, P. (2004). Memory, history, forgetting. Chicago, IL: University of Chicago Press.
   Google Scholar
• Rigney, A. (2012). Reconciliation and remembering: (How) does it work? Memory Studies, 5, 251–258.
   Web of Science ®Google Scholar
• Rüsen, J. (2004). Historical consciousness: Narrative structure, moral function, and ontogenetic development. In P. Seixas (Ed.), Theorizing historical consciousness (pp. 63–85). Toronto: University of Toronto Press.
   Google Scholar
• Rüsen, J. (2007). How to make sense of the past: Salient issues of metahistory. TD-The Journal of Transdisciplinary Research in Southern Africa, 3, 169–221.
   Google Scholar
• Rüsen, J. (2011). Using history: The struggle over traumatic experiences of the past in historical culture. Historien, 11, 11–18.
   Google Scholar
• Segall, A. (2014). Making difficult history public: The pedagogy of remembering and forgetting in two Washington DC museums. The Review of Education, Pedagogy and Cultural Studies, 36, 55–70.
   Google Scholar
• Seixas, P., & Morton, T. (2013). The big six historical thinking concepts. Toronto: Nelson Education.
   Google Scholar
• Shuster, K. (2018). Teaching hard history. American slavery. Madison, WI: SPLC (Southern Poverty Law Centre), University of Wisconsin Press.
   Google Scholar
• Stoskopf, A., & Bermudez, A. (2017). The sounds of silence: American history textbook representations of non-violence and the abolition movement. Journal of Peace Education, 14, 92–113.
   Web of Science ®Google Scholar
• Van Nieuwenhuyse, K., & Wils, K. (2012). Remembrance education between history teaching and citizenship education. Citizenship Teaching and Learning, 7, 157–171.
   Google Scholar
• Von Der Dunk, H. (2006). German historians and the crucial dilemma. European Review, 14, 373–384.
   Google Scholar
• Williams, J. H. (Ed.). (2014). (Re)constructing memory: School textbooks and the imagination of the nation. Rotterdam: Sense Publishers.
   Google Scholar
• Williams, P. (2007). Memorial museums. The global rush to commemorate atrocities. Oxford: Berg.
   Google Scholar