During an armed conflict or period of gross human rights violations, the first priority is a cessation of violence. For the cease-fire to be more than a lull in hostilities and atrocities, however, it must be accompanied by a plan for political transition and social reconstruction. Essential to this long-term reconciliation process is education reform that teaches future generations information repressed under dictatorial regimes and offers new representations of former enemies. In Teaching the Violent Past, Cole has gathered nine case studies exploring the use of history education to promote tolerance, inclusiveness, and critical thinking in nations around the world.
Elizabeth Cole is Assistant Director, TeachAsia, in the Education Division of Asia Society in New York City. She was Senior Program Officer at the Carnegie Council for Ethics in International Affairs from 2000-2005.
Chapter 1 Introduction: History Education and Sociopolitical Reconciliation Part 2 Part I: As Generations Pass: The Challenges of Long-Term Reconciliation in History Textbooks Chapter 3 Chapter One: The Trajectory of Reconciliation through History Education in Post-Unification Germany Chapter 4 Chapter Two: Teaching the Pacific War in Japanese Secondary Schools Chapter 5 Chapter Three: Canadian History Textbooks and the Portrayal of Canada's First Nations Part 6 Part II: Reconciliation in Process Chapter 7 Chapter Four: History Teaching and Reconciliation in Northern Ireland Chapter 8 Chapter Five: The Civil War and Franco Dictatorship in Spanish Secondary School History Textbooks Chapter 9 Chapter Six: Education and the Politics of History in Guatemala: Integrating "Memory of Silence" into the Curriculum? Part 10 Part III: Reconciliation Jeopardized, Undone or Not Yet Attained: Aspirational and Counter-Reconciliatory Cases Chapter 11 Chapter Seven: Secondary School History Texts: the Case of Russia Chapter 12 Chapter Eight: From Confrontation to Cooperation in the Two Koreas: The Role of History Education in Promoting Reconciliation Chapter 13 Chapter Nine: History Education and Reconciliation Issues In Contemporary India and Pakistan Chapter 14 Afterword