ERIC Number: EJ1091051
Record Type: Journal
Publication Date: 2016-Feb
Abstractor: As Provided
So That We Do Not Fall Again: History Education and Citizenship in "Postwar" Guatemala
Bellino, Michelle J.
Comparative Education Review, v60 n1 p58-79 Feb 2016
This vertical case study applies a transitional justice approach to analyzing curricular reform, as intended, enacted, and experienced in the aftermath of Guatemala's civil war. Drawing on ethnographic data, I juxtapose the teaching and learning of historical injustice in one urban and one rural classroom, examining how particular depictions of war are positioned as civic narratives for different identity groups, while set against the backdrop of particular ways of understanding the "postwar" period. This study illustrates how young people construct the role and relevance of a history of violence and authoritarianism in relation to their civic identity in a postauthoritarian democracy. It also illuminates how the educational sector addressed legacies of war and how these legacies have been reproduced and challenged through an unequal education system.
Descriptors: Foreign Countries, Case Studies, Educational History, Educational Change, Authoritarianism, War, Ethnography, Justice, Urban Schools, Rural Schools, Self Concept, Role, Violence, Democracy, Social Change, Equal Education, Teaching Methods, Learning Processes
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: email@example.com; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Guatemala