MARC 닫기

• LDR

  00000cam c2200205Mi 4500

• 001

  000000839207

• 005

  20200413101802

• 008

  200407s2017 gw a o 000 0 engd

• 015

  ▼a  GBB9C0842
  ▼2  bnb

• 020

  ▼a  9783319546810

• 020

  ▼a  3319546813

• 020

  ▼z  3319546805

• 020

  ▼z  9783319546803

• 040

  ▼a  AUD
  ▼b  eng
  ▼c  AUD
  ▼d  LND
  ▼d  VT2
  ▼d  OCLCO
  ▼d  U3W
  ▼d  CAUOI
  ▼d  OCLCQ
  ▼d  UKMGB
  ▼d  UAB
  ▼d  WYU
  ▼d  OCLCA
  ▼d  ESU
  ▼d  OCLCQ
  ▼d  AU@
  ▼d  LVT
  ▼d  OCLCQ
  ▼e  pn
  ▼e  rda
  ▼d  243002

• 043

  ▼a  e------

• 245

  ▼a  History Education and Conflict Transformation:
  ▼b  Social Psychological Theories, History Teaching and Reconciliation/
  ▼d  [edited by] Charis Psaltis,
  ▼e  Mario Carretero,
  ▼e  Sabina Čehajić-Clancy.

• 260

  ▼a  Cham:
  ▼b  Springer International Publishing:
  ▼b  Imprint:
  ▼b  Palgrave Macmillan,
  ▼c  2017.

• 300

  ▼a  XX, 384 pages:
  ▼b  5 illustrations;
  ▼c  22 cm.

• 505

  ▼a  Chapter 1. Conflict Transformation and History Teaching: Social Psychological Theory and Its Contributions; Charis Psaltis, Mario Carretero & Sabina Čehajić-Clancy -- PART I: Global and Regional Perspectives on Textbook Writing, Civil Society Organizations and Social Representations -- Chapter 2. History Textbook Writing in Post-Conflict Societies: From Battlefield to Site and Means of Conflict Transformation ; Denise Bentrovato -- Chapter 3. Confronting History and Reconciliation: A Review of Civil Society's Approaches to Transforming Conflict Narratives; Rezarta Bilali & Rima Mahmut -- Chapter 4. Social Representations of the Past in Post-Conflict Societies: Adherence to Official Historical Narratives and Distrust through Heightened Threats; Charis Psaltis, Renata Franc, Anouk Smeekes, Maria Ioannou & Iris Žeželj -- PART II. Social Psychological Perspectives of Perpetrators and Victims -- Chapter 5. Power Struggles in the Remembering of Historical Intergroup Conflict: Hegemonic and Counter-Narratives about the Argentine "Conquest of the Desert"; Alicia Barreiro, Cecilia Wainryb & Mario Carretero -- Chapter 6. When History Teaching Turns into Parrhesia: The Case of Italian Colonial Crimes; Giovanna Leone -- Chapter 7. How to Teach about the Holocaust? Psychological Obstacles in Historical Education in Poland and Germany; Michal Bilewicz, Marta Witkowska, Silviana Stubig, Marta Beneda & Roland Imhoff -- PART III: Textbook and Teacher Perspectives in Post-Transition and Post-Conflict SocietiesChapter 8. History Teaching as 'Propaganda'? Teachers' Communication Styles in Post-Transition Societies; Katrin Kello & Wolfgang Wagner -- Chapter 9. A Clash of Communication? Intervening in Textbook Writing and Curriculum Development in Bosnia and Herzegovina after the War of 1992-1995; Falk Pingel -- Chapter 10. Textbook Narratives and Patriotism in Belarus; Anna Zadora -- PART IV: Pedagogical Approaches to History Teaching and Reconciliation -- Chapter 11. The Official, the Empathetic, and the Critical: Three Approaches to History Teaching and Reconciliation in Israel; Tsafrir Goldberg -- Chapter 12. The Potential Role of Social Psychology in History Teaching after Conflict: Exploring two History Education Projects Aiming to Improve Community Relations in Northern Ireland; Alan McCully & Jackie Reilly -- Chapter 13. Formal and Non-formal Reform Efforts of History Teaching in Cyprus: Openings and Closures for Dangerous Memories and Reconciliation Pedagogies; Michalinos Zembylas & Hakan Karahasan -- Chapter 14. Concluding Commentary: The Teaching of Recent and Violent Conflicts as a Challenge for History Education; Mario Carretero.

• 520

  ▼a  This book is open access under a CC BY 4.0 license. This volume discusses the effects, models and implications of history teaching in relation to conflict transformation and reconciliation from a social-psychological perspective. Bringing together a mix of established and young researchers and academics, from the fields of psychology, education, and history, the book provides an in-depth exploration of the role of historical narratives, history teaching, history textbooks and the work of civil society organizations in post-conflict societies undergoing reconciliation processes, and reflects on the state of the art at both the international and regional level. As well as dealing with the question of the 'perpetrator-victim' dynamic, the book also focuses on the particular context of transition in and out of cold war in Eastern Europe and the post-conflict settings of Northern Ireland, Israel and Palestine and Cyprus. It is also exploring the pedagogical classroom practices of history teaching and a critical comparison of various possible approaches taken in educational praxis. The book will make compelling reading for students and researchers of education, history, sociology, peace and conflict studies and psychology.

• 650

  ▼a  Education.

• 650

  ▼a  Teaching.

• 650

  ▼a  Educational psychology.

• 650

  ▼a  Education
  ▼x  History.

• 650

  ▼a  Personality.

• 650

  ▼a  Social psychology.

• 650

  ▼a  Education.
  ▼2  bicssc

• 650

  ▼a  Education.
  ▼2  fast
  ▼0  (OCoLC)fst00902499

• 650

  ▼a  Educational psychology.
  ▼2  fast
  ▼0  (OCoLC)fst00903571

• 650

  ▼a  Personality.
  ▼2  fast
  ▼0  (OCoLC)fst01058667

• 650

  ▼a  Social psychology.
  ▼2  fast
  ▼0  (OCoLC)fst01122816

• 650

  ▼a  Teaching.
  ▼2  fast
  ▼0  (OCoLC)fst01144565

• 651

  ▼a  Europe
  ▼x  History.

• 651

  ▼a  Europe.
  ▼0  (OCoLC)fst01245064
  ▼2  fast

• 655

  ▼a  History.
  ▼2  fast
  ▼0  (OCoLC)fst01411628

• 700

  ▼a  Psaltis, Charis,
  ▼e  editor.

• 700

  ▼a  Carretero, Mario,
  ▼e  editor.

• 700

  ▼a  Čehajić-Clancy, Sabina,
  ▼e  editor.

• 776

  ▼i  Printed edition:,
  ▼z  9783319546803

• 990

  ▼a  송미영

• 090

  ▼a  370.09
  ▼b  P974h