Teaching History after Violent Conflict: The State of an Emerging Field Public Deposited

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Last Modified
  • March 22, 2019
Creator
  • Rafferty, Rachel
    • Affiliation: School of Education
Abstract
  • This thesis surveys the emerging field of history education after violent conflict. A literature review places the current efforts of history educators in context by outlining the existing knowledge of the challenges and opportunities offered by innovative and responsible approaches to history education in post-conflict societies. A qualitative research study was carried out with a number of history educators working in societies transitioning out of violent conflict and findings are presented on both common and divergent approaches to teaching history among those practitioners. Conclusions are drawn as to what currently constitutes an agreement of `good practice' in history education methodologies for post-conflict societies and what are the currently unresolved issues among the field. Recommendations are made as to future directions in which the field might move in order to deepen its impact, and on the need for further research into the effectiveness of the methodologies outlined in this paper.
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  • In Copyright
Advisor
  • Noblit, George W.
Degree
  • Master of Arts
Degree granting institution
  • University of North Carolina at Chapel Hill
Graduation year
  • 2013
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