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ERIC Number: EJ851233
Record Type: Journal
Publication Date: 2009-Jun
Pages: 11
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0258-2236
Reconstruction after Violence: How Teachers and Schools Can Deal with the Legacy of the Past
Murphy, Karen; Gallagher, Tony
Perspectives in Education, v27 n2 p158-168 Jun 2009
We work with an approach which addresses one way we can engage with the past in order to better understand and engage with choices in the present. This approach is rooted in the exploration of historical case studies in order to explore the dilemmas and choices people face, and to examine the consequences of their responses. Using illustrations from work with teachers in Northern Ireland we illustrate how we can use these experiences to challenge passivity and fatalism in the present, and restore a sense of activism, with a more finely tuned sense of the moral consequences of the choices we make. Once learned these are lessons we hope that lecturers will take on to their students who in turn, we hope, will feel empowered to become the architects of a better future as Northern Ireland works its way out of and away from violence. This is, inevitably, a long and slow process, which requires facilitators' care and empathy. But our experience of doing this work in Northern Ireland is a reminder, if it were needed, that there are few better ways to engage with the present and future, than to engage with the past.
Perspectives in Education. Faculty of Education, University of Pretoria, Pretoria 0002, South Africa. Tel: +27-12-420-4732; Fax: +27-12-420-3003; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Northern Ireland)