References
- Abu-Nimer, M., and M. Hilal. 2016. “Combatting Global Stereotypes of Islam and Muslims: Strategies and Interventions for Mutual Understanding.” In The State of Social Progress of Islamic Societies, edited by Iliouine and Estes, 623–641. London: Springer.
- Angvik, M., and B. Borries. 1997. Youth and History: A Comparative European Survey on Historical Consciousness and Political Attitudes among Adolescents (Vol. 1). Hamburg: Korber-Stiftung.
- Apple, M. W., and L. K. Christian-Smith. 1991. “The Politics of the Textbook.” In The Politics of the Textbook, edited by M. W. Apple and L. K. Christian-Smith, 1–21. London: Routledge.
- Bar-Tal, D., and E. Halperin. 2011. “Socio-Psychological Barriers to Conflict Resolution.” In Intergroup Conflicts and Their Resolution: Social-Psychological Perspective, edited by B. Tal, 217–240. London: Psychology Press.
- Bilewicz, M., M. Witkowska, S. Stubig, M. Beneda, and R. Imhoff. 2017. “How to Teach about the Holocaust? Psychological Obstacles in Historical Education in Poland and Germany.” In History Education and Conflict Transformation, edited by C. Psaltis, M. Carretero, and S. Čehajić-Clancy, 169–197. Cham: Palgrave MacMillan.
- Blumenfeld, R. 2015. “Teachers Who Aren’t Afraid to Teach about the Naqba: The Refugees Didn’t Just Evaporate.” Walla News, April 1. Accessed http://news.walla.co.il/item/2842641
- Branscombe, N. R., and B. Doosje. 2004. Collective Guilt: International Perspectives. Cambridge: Cambridge University Press.
- Brauch, N., G. Leone, and M. Sarrica. This Issue. ‘’The Debate Almost Came to a Fight…’Results of a Cross-National Explorative Study Concerning History Teachers´ Shared Beliefs about Teaching Historical Sensitive Issues.’ Pedagogy, Culture and Society.
- Britzman, D. P. 2000. “If the Story Cannot End: Deferred Action, Ambivalence, and Difficult Knowledge.” In Between Hope and Despair: Pedagogy and the Remembrance of Historical Trauma, edited by R. I. Simon, S. Rosenberg, and C. Eppert, 27–55. Oxford: Rowman and Littlefield Publishers.
- Byford, J., S. Lennon, and W. B. Russell. 2009. “Teaching Controversial Issues in the Social Studies: A Research Study of High School Teachers.” The Clearing House: A Journal of Educational Strategies, Issues and Ideas 82 (4): 165–170. doi:https://doi.org/10.3200/TCHS.82.4.165-170.
- Cabecinhas, R., and L. Abadia. 2013. “Preamble: Narratives and Social Memory: Dialogic Challenges.” In Narratives and Social Memory: Theoretical and Methodological Approaches, edited by R. Cabecinhas and L. Abadia. Braga: University of Minho.
- Cicero, M. T. 1860. On Oratory and Orators. Harper and Brothers: New York.
- Conrad, M., J. Létourneau, and D. Northrup. 2009. “Canadians and Their Pasts: An Exploration in Historical Consciousness.” The Public Historian 31 (1): 15–34. doi:https://doi.org/10.1525/tph.2009.31.1.15.
- Dolton, P., and O. Marcenaro-Gutierrez. 2013. “2013 Global Teacher Status Index.” Sussex: sro.sussex.ac.uk. Accessed http://sro.sussex.ac.uk/63812/1/2013%2BGlobal%2BTeacher%2BStatus%2BIndex%2BI.pdf
- Doosje, B., N. Branscombe, R. Spears, and A. Manstead. 1998. “Guilty by Association: When One’s Group Has a Negative History.” Journal of Personality and Social Psychology 75 (4): 872–886. doi:https://doi.org/10.1037/0022-3514.75.4.872.
- EIU Democracy Index 2016. 2016. EIU Democracy Index 2016. Accessed 3 October 2017. https://infographics.economist.com/2017/DemocracyIndex/
- Endedijk, M. D., M. Brekelmans, N. Verloop, P. J. Sleegers, and J. D. Vermunt. 2014. “‘Individual Differences in Student Teachers’ Self-Regulated Learning: An Examination of Regulation Configurations in Relation to Conceptions of Learning to Teach.” Learning and Individual Differences 30: 155–162. doi:https://doi.org/10.1016/j.lindif.2013.12.005.
- Erez, R. 2014.”Union Chairperson Statement on the Threat of Dismissal of a Teacher for Criticizing the IDF.” January 22. Accessed 3 October 2017. https://www.facebook.com/IrgoonHamorim/posts/633542113349131
- Ersoy, A. F. 2010. “Social Studies Teacher Candidates’ Views on the Controversial Issues Incorporated into Their Courses in Turkey.” Teaching and Teacher Education 26 (2): 323–334. doi:https://doi.org/10.1016/j.tate.2009.09.015.
- EUROCLIO. 2010. “History that Connects.” Accessed 3 October 2017. https://euroclio.eu/projects/history-that-connects/
- EUROCLIO. 2017. “Who We are - EUROCLIO - European Association of History Educators.” Accessed 2 October 2017. https://euroclio.eu/who-we-are/
- European Commission. 2015. “Horizon 2020 Call for Proposals: Improving Mutual Understanding among Europeans by Working through Troubled Pasts.” Accessed 31 October 2018. https://ec.europa.eu/research/participants/portal/desktop/en/opportunities/h2020/topics/cult-coop-02-2017.html
- Evans, R. W., P. G. Avery, and P. V. Pederson. 1999. “Taboo Topics: Cultural Restraint on Teaching Social Issues.” The Social Studies 90 (5): 218–224. doi:https://doi.org/10.1080/00377999909602419.
- Foster, S. 2013. “Teaching Controversial Issues in the Classroom: The Exciting Potential of Disciplinary History.” In Controversial History Education: History Textbook Controversies and Teaching Historical Controversy in Asian Contexts, edited by M. Baildon, K. S. Loh, I. M. Lim, G. İnanç, and J. Jaffar, 19–39. London: Routledge.
- Goldberg, T. 2017. “Between Trauma and Perpetration: Psychoanalytical and Social-Psychological Perspectives on Difficult Histories in the Israeli Context.” Theory and Research in Social Education 45 (3): 1–29. doi:https://doi.org/10.1080/00933104.2016.1270866.
- Goldberg, T., and D. Gerwin. 2013. “Israeli History Curriculum and the Conservative - Liberal Pendulum.” International Journal of Historical Teaching, Learning and Research 11 (2): 111–124.
- Goldberg, T., and G. M. Savenije. 2018. “Teaching Controversial Historical Issues.” In The Wiley International Handbook of History Teaching and Learning, edited by S. A. Metzger and L. M. Harris, 503–526. Hoboken, NJ: John Wiley and Sons, . doi:https://doi.org/10.1002/9781119100812.ch19.
- Goldenberg, A., T. Saguy, and E. Halperin. 2014. “How Group-Based Emotions are Shaped by Collective Emotions: Evidence for Emotional Transfer and Emotional Burden.” Journal of Personality and Social Psychology 107 (4): 581–597. doi:https://doi.org/10.1037/a0037462.
- HEIRNET (History Educators International Research Network). 2018.Difficult Histories: Optional or Essential? November 7. Accessed https://www.facebook.com/groups/261497540674290/
- Ho, L. C., T. Alviar-Martin, and E. N. Leviste. 2014. “There Is Space, and There are Limits’: The Challenge of Teaching Controversial Topics in an Illiberal Democracy.” Teachers College Record 116 (5): 1–28.
- Human Rights Watch. 1999. “Reviving Soviet History in the REPUBLIC OF BELARUS.” Accessed October 3 2017. https://www.hrw.org/reports/1999/belarus/Belrus99-05.htm
- Hung, Y.-H. 2018. “‘Exploration of Teacher Life Stories Taiwanese History Teachers’ Curricular Gatekeeping of Controversial Public Issues.” Teaching and Teacher Education 70: 67–77. doi:https://doi.org/10.1016/j.tate.2017.11.003.
- Israel Today. 2014. “Teacher Adam Verete Will Not Be Dismissed [Hebrew]. January 30. Accessed 3 October 2017. http://www.israelhayom.co.il/article/153895
- Israeli Ministry of Education. 2014. “History Core Curriculum for the Jewish Religious, Secular, Arab and Druze Public Schools. Accessed http://cms.education.gov.il/EducationCMS/Units/Mazkirut_Pedagogit/History/TochnitLimudimvt/mismach_liba_01.htm
- John, T. 2018.”Poland’s Holocaust Law: What You Need To Know.” Time. February 1. Accessed 2 May 2018. http://time.com/5128341/poland-holocaust-law/
- Jonassen, D. H., and B. L. Grabowski. 2012. Handbook of Individual Differences, Learning, and Instruction. London: Routledge.
- Kashti, O. 2010. “Education Ministry Bans Textbook that Offers Palestinian Narrative.” Haaretz. Accessed http://www.haaretz.com/print-edition/news/education-ministry-bans-textbook-that-offers-palestinian-narrative-1.315838
- Kello, K. 2016. “Sensitive and Controversial Issues in the Classroom: Teaching History in a Divided Society.” Teachers and Teaching: Theory and Practice 22 (1): 35–53. doi:https://doi.org/10.1080/13540602.2015.1023027.
- Kello, K., and W. Wagner. 2014. “Intrinsic and Extrinsic Patriotism in School: Teaching History after Estonia’s Critical Juncture.” International Journal of Intercultural Relations 43 (Part A): 48–59. doi:https://doi.org/10.1016/j.ijintrel.2014.08.016.
- Kitson, A., and A. McCully. 2005. “You Hear about It for Real in School.’ Avoiding, Containing and Risk-Taking in the History Classroom.” Teaching History 120: 32–37.
- Liu, J. H., and D. Hilton. 2005. “How the past Weighs on the Present: Social Representations of History and Their Role in Identity Politics.” British Journal of Social Psychology 44: 537–556. doi:https://doi.org/10.1348/014466605X27162.
- Lowe, P. 2015. “Lessening Sensitivity: Student Experiences of Teaching and Learning Sensitive Issues.” Teaching in Higher Education 20 (1): 119–129. doi:https://doi.org/10.1080/13562517.2014.957272.
- Magendzo, A., and M. I. Toledo. 2009. “Moral Dilemmas in Teaching Recent History Related to the Violation of Human Rights in Chile.” Journal of Moral Education 38 (4): 445–465. doi:https://doi.org/10.1080/03057240903321923.
- McCully, A., N. Pilgrim, A. Sutherland, and T. McMinn. 2002. “Don’t Worry, Mr Trimble. We Can Handle It’: Balancing the Rational and the Emotional in the Teaching of Contentious Topics.’.” Teaching History 106: 6–12.
- Ministère de l’Éducation Nationale. 2015. “Annexe 3 Programme D’enseignement Du Cycle Des Approfondissements (Cycle 4) [Appendix 3 Curriculum of the Deepening Cycle (Cycle 4)].” November 26. Accessed 1 October 2017. http://www.education.gouv.fr/pid285/bulletin_officiel.html?cid_bo=94717
- Ministerium für Bildung, Jugend und Sport des Landes Brandenburg, d S. des L. B. 2010. “Rahmenlehrplanfür die Sekundarstufe I” [Curriculum for Secondary Education]. Accessed http://bildungsserver.berlin-brandenburg.de/fileadmin/bbb/unterricht/rahmenlehrplaene/sekundarstufe_I/2010/Geschichte-RLP_Sek.I_2010_Brandenburg.pdf
- Misco, T. 2013. “’We Do Not Talk about These Things‘: The Promises and Challenges of Reflective Thinking and Controversial Issue Discussions in a Chinese High School.” Intercultural Education 24 (5): 401–416. doi:https://doi.org/10.1080/14675986.2013.842663.
- Monte-Sano, C., and C. Budano. 2013. “‘Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers’ Growth over Three Years.” Journal of the Learning Sciences 22 (2): 171–211. doi:https://doi.org/10.1080/10508406.2012.742016.
- Oosterheert, I. E., and J. D. Vermunt. 2001. “Individual Differences in Learning to Teach: Relating Cognition, Regulation and Affect.” Learning and Instruction 11 (2): 133–156. doi:https://doi.org/10.1016/S0959-4752(00)00019-0.
- Rasplus, V. 2015. “La Shoah Prise En Otage [Shoah Taken Hostage]”.July 4. Accessed 1 October 2017. http://valery-rasplus.blogs.nouvelobs.com/archive/2015/07/04/la-shoah-prise-en-otage-565549.html
- Savenije, G. M., and T. Goldberg. This Issue. ‘Silences in a Climate of Voicing: Teachers’ Perceptions of Societal and Self-Silencing regarding Sensitive Historical Issues.’ Pedagogy, Culture and Society.
- Savenije, G. M., C. van Boxtel, and M. Grever. 2014. “Learning about Sensitive History: ‘Heritage’ of Slavery as a Resource.” Theory and Research in Social Education 42 (4): 516–547. doi:https://doi.org/10.1080/00933104.2014.966877.
- Sekerdej, M., and S. Roccas. 2016. “Love versus Loving Criticism: Disentangling Conventional and Constructive Patriotism.” British Journal of Social Psychology 55 (3): 499–521. doi:https://doi.org/10.1111/bjso.12129.
- Sheppard, M. G. 2010. “Difficult Histories in an Urban Classroom.” (Doctoral dissertation)., Accessed https://conservancy.umn.edu/handle/11299/94166
- Smith, T. W., and S. Kim. 2006. “National Pride in Comparative Perspective: 1995/96 and 2003/04.” International Journal of Public Opinion Research 18 (1): 127–136. doi:https://doi.org/10.1093/ijpor/edk007.
- Stojanović, D. 2013. A Role Play: Perpetrators and Victims in Serbian History Textbooks. September 22. Accessed 3 October 2017. http://pescanik.net/a-role-play-perpetrators-and-victims-in-serbian-history-textbooks/
- Tajfel, H. 1982. Social Identity and Intergroup Relations. Cambridge: Cambridge University press.
- Traille, K. 2007. “You Should Be Proud about Your History. They Made Me Feel Ashamed’: Teaching History Hurts.” Teaching History 127: 31–37.
- United Kingdom Department of Education. 2013. “National Curriculum- History Attainment Goals.” Accessed 23 April 2018. https://www.gov.uk/government/publications/national-curriculum-in-england-history-programmes-of-study/national-curriculum-in-england-history-programmes-of-study#contents
- Wagner, W., K. Kello, and I. Sakki. 2018. “Politics, Identity and Perspectives in History Textbooks.” In The Colonial past in History Textbooks - Historical and Social-Psychological Perspectives, edited by K. van Nieuwenhuyse and J. Pires Valentim. Charlotte, NC: Information Age Publishers.
- Wertsch, J. V. 2002. Voices of Collective Remembering. Cambridge: Cambridge University Press.
- Wrenn, A., A. Wilkinson, A. Webb, H. Gillespie, M. Riley, P. Harnett, and T. Lomas. 2007. Teaching Emotive and Controversial History 3–19. London: Historical Association.
- Yogev, E. 2013. “‘The Pedagogy of Subversion in History Education in Conflict-Ridden Areas.” Journal of Peace Education 10 (1): 51–66. doi:https://doi.org/10.1080/17400201.2012.721093.
- Zadora, A. 2015. “The Politics of History Textbooks in Belarus: Between Globalization and Authoritarian Confinement.” In Nation-Building and History Education in a Global Culture, edited by J. Zajda, 117–129. London: Springer.
- Zembylas, M. 2017. “Teacher Resistance to Engage with ‘Alternative’ Perspectives of Difficult Histories: The Limits and Prospects of Affective Disruption.” Discourse: Studies in the Cultural Politics of Education 38 (5): 659–675.