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Title :  (No. 24 in a translation series by Northeast Asian History Foundation)
 Teaching the Violent Past: History Education and Reconciliation

Edited by Elizabeth A. Cole | Translated by KIM Won Joong
Northeast Asian History Foundation | Printed on A5 | 623 pages | 20,000 Won | 2010.09.30
ISBN  978-89-6187-189-1-03900

No other school subjects would have created noisy controversies than 'History'. With a collection of cases for 9 countries recovering or trying to recover from the violent past, this book makes valuable contributions in various areas including history and public education. This book aims to find a role that history education can play to help facilitate reconciliation between countries or groups of people in a country with serious violence in the past. The case studies in this book show that while history education can significantly contribute to forming the social consciousness and national spirit of a country, the content of history education are sometimes affected  in the opposite direction by the dominant atmosphere of the society. As this book explains in detail how policies on history education have developed and been implemented in various situations and relations, it will become valuable for those who are interested in the relationship between past reconciliation and history education.

Table of Contents

Acknowledgements
Introduction : Reconciliation and History Education
Translator's Foreword

Part Ⅰ. As Generations Pass: The Challenges of Long-Term Reconciliation in History Textbooks
 Chapter 1. The Trajectory of Reconciliation through History Education in Postunification Germany
   1. Background: History Textbooks in the Federal Republic of Germany
   2. The Postunification Trajectory of History Education
   3. Postunification History Textbooks for the Realschule
   4. The Past in the Present/The Present in the Past
   5. Conclusion
 
 Chapter 2. Advancing or Obstructing Reconciliation? Changes in Education and Disputes over History Textbooks in Japan
   1. Changes in Education Policy and History Curriculum from the Meiji to the Present: An Overview
   2. Representing the Asia-Pacific War: History Textbooks, Educators, and Japanese Society
   3. Parallel Controversies: Wartime Responsibility in the Courtroom
   4. Conclusion: The Ambiguities of Reconciliation
 
 Chapter 3. Representations of Aboriginal People in English Canadian History Textbooks: Toward Reconciliation
   1. Methodology
   2. The Historical Context: Toward Self-Government
   3. Aboriginal People in Canada Today
   4. The Role of Textbooks in the Teaching of Canadian History
   5. Textbooks As Sites of Controversy
   6. Depictions of Aboriginal People in Canadian History Textbooks
   7. Conclusions

Part Ⅱ. Reconciliation in Process
 Chapter 4. History Teaching and Reconciliation in Northern Ireland
   1. History Education in Northern Ireland: An Overview
   2. Analysis of Selected History Textbooks
   3. The Case Studies: History Education in Eight Northern Irish Schools
   4. Conclusions

 Chapter 5. The Spanish Civil War and Franco Dictatorship: The Challenges of Representing a Conflictive Past in Secondary Schools
   1. History Textbooks Under Franco (1939-1975)
   2. History Textbooks During the Democratic Transition (1975-1985)
   3. Contemporary Spanish Textbooks (1990-2003)
   4. Teaching the History of Difficult Times in the Classroom: Views of Students and Teachers
   5. Amnesty and Reconciliation in History Teaching: An Unresolved Issue
   6. Final Considerations

 Chapter 6. Historical Memory and the Limits of Peace Education: Examining Guatemala's 『Memory of Silence』 and the Politics of Curriculum Design
   1. Guatemala's Commission for Historical Clarification in Context
   2. Teaching About the Recent Past in Postwar Guatemala
   3. Historical Memory and the Limits of Peace Education
   4. Final Considerations
   5. Notification

Part Ⅲ. Reconciliation Jeopardized, Undone, or Not Yet Attained: Aspirational and Counter-Reconciliatory Cases
 Chapter 7. History and Myth in the Soviet Empire and the Russian Republic
   1. State, Society, and Historical Narratives
   2. Russian Society and the Requirement of Myth
   3. History, Coexistence, and Reconciliation with Non-Russian Groups
   4. Conclusion

 Chapter 8. On the Use and Abuse of Korea's Past: An Inquiry into History Teaching and Reconciliation
   1. The Political Context: Conflict in Korea
   2. The Politics of Teaching the Past: Existing Studies of Education in Korea
   3. History Education in Korea: Background Information to Our Study
   4. Our Textual Analysis: Competing Narratives of the Korean War
   5. Changes in History Teaching: Emerging Tolerance in South Korea
   6. The Relationship Between History Teaching and Historiography
   7. Assessment of Grassroots Potential for a More Tolerant Approach to the Teaching of History
   8. Conclusion

 Chapter 9. The Role of History Textbooks in Shaping Collective Identities in India and Pakistan
   1. The Role of Historical Discourse
   2. Alone Together: The Turbulent Period of Independence
   3. The Role of History Education
   4. The Case of Pakistan
   5. The Madrassa Problem
   6. The Case of India
   7. The Failure of Both Countries
   8. The Prospects for Change: Pakistan
   9. The Prospects for Change: India
  10. In Lieu of a Conclusion

Afterword
About the Contributors
Index