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ERIC Number: EJ971357
Record Type: Journal
Publication Date: 2012-Jul
Pages: 15
Abstractor: As Provided
Reference Count: 50
ISSN: ISSN-1746-1979
History Teaching, Conflict and the Legacy of the Past
McCully, Alan
Education, Citizenship and Social Justice, v7 n2 p145-159 Jul 2012
The article examines the utility of enquiry based, multi-perspective history teaching in divided societies and those emerging from conflict. Using findings from Northern Ireland as an example, it concludes that, while empirical research is required in a range of conflict settings, an enquiry approach, placing an emphasis on the examination of evidence and the study of multiple perspectives, can have a positive impact on young people's thinking. However, for history teaching to contribute fully to the reconciliatory process it must engage critically with the legacies of the more recent past. The article draws on the distinction between what Minow calls "psychological" truth, associated with "truth-telling" in the immediate aftermath of conflict, and historical truth. It suggests that by engaging with storytelling history teaching may have the capacity to encourage young people to "care" for those from different backgrounds who have been victimized by conflict; and also to examine such stories critically and thereby acquire a more complex understanding of the events of the recent past.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Northern Ireland)