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ERIC Number: EJ1100913
Record Type: Journal
Publication Date: 2016
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0013-1946
Learning the Colonial Past in a Colonial Present: Students and Teachers Confront the Spanish Conquest in Post-Conflict Guatemala
Dougherty, Deirdre M.; Rubin, Beth C.
Educational Studies: Journal of the American Educational Studies Association, v52 n3 p216-236 2016
In Guatemala, three centuries after Spanish conquest and in the wake of more than three decades of internal conflict, the framers of the 1996 Accord for a Firm and Lasting Peace placed educational reform at the center of efforts to make peace with this contentious past. This article, based on a multisite qualitative study, describes how Guatemalan teachers, working within an ostensibly standardized national curriculum aimed at creating a common historical narrative, differed in their presentation of Spanish colonialism. In the social studies classrooms of two different settings, a private school serving affluent Ladino students and a public school serving low-income indigenous students, young people constructed "usable pasts" amid distinct approaches to this era. In the first, a static, fixed version of colonial history distanced these young people from their indigenous co-citizens; students described the colonial era as part of a completed and distant past. In the second classroom, the teacher framed colonialism as an enduring part of students' lives; students articulated the continued reach of the colonial era through language loss, structural inequality, and cultural devaluation. In this post-conflict setting, curricular attempts to use historical study to create a new, unified, national identity were met with local challenges embedded in distinct historical memories.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Guatemala; Spain
Grant or Contract Numbers: N/A