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ERIC Number: EJ851235
Record Type: Journal
Publication Date: 2009-Jun
Pages: 13
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0258-2236
Memory, Identity and the Politics of Curriculum Construction in Transition Societies: Rwanda and South Africa
Weldon, Gail
Perspectives in Education, v27 n2 p177-189 Jun 2009
A critical question for societies emerging from conflict is what should be done about the traumatic memories of the past. In post-conflict societies political issues of memory and identity are at the same time issues for curriculum construction. Using the examples of post-conflict Rwanda and South Africa, I raise questions about the competing interests and political processes that attempt to shape the way the history curriculum is constructed in post-conflict societies, and the extent to which they open or close possibilities for teacher identities and dialogue about a traumatic past. I suggest that teacher education needs to be reconceptualised and that Lederach's concept of "moral imagination" provides a particularly appropriate conceptual framework for teacher development in post-conflict societies.
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: Rwanda; South Africa