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What Role for History Teaching in the Transitional Justice Process in Deeply Divided Societies?

McCully, Alan (2010) What Role for History Teaching in the Transitional Justice Process in Deeply Divided Societies? In: Contemporary Public Debates Over History Education: A volume in International Review of History Education. (Eds: Nakou, Irene and Barca, Isobel), Information Age Publishing, Charlotte, North Carolina, pp. 169-184. ISBN 978-1-61735-107-5 [Book section]

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Abstract

The context for this paper is the increasing attention being given by civic society to the process of ‘dealing with the recent past’. The lack of engagement in the process by historians and history educators in Northern Ireland is identified as a deficit. The paper argues that by maintaining its integrity to the discipline history education has a distinctive role to play. The significant contribution of history teaching to communal understanding in Northern Ireland to date is assessed and its limitations identified. The strengths are highlighted and suggestions are then made as to the particular contribution that history education can make to the transitional justice process and post-conflict reconciliation.

Item Type:Book section
Keywords:Education and Conflict History Education Divided Societies Transitional Justice
Faculties and Schools:Faculty of Social Sciences > School of Education
Faculty of Social Sciences
Research Institutes and Groups:Institute for Research in Social Sciences > Education
Institute for Research in Social Sciences
ID Code:20696
Deposited By: Dr Alan McCully
Deposited On:10 Jan 2012 17:19
Last Modified:10 Jan 2012 17:19

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