History Education and Conflict Transformation

Charis Psaltis is an associate professor in the department of Psychology at the University of Cyprus.Mario Carretero is a professor in the department of Psychology at Universidad Autonoma Madrid, Spain.Sabina Čehajić-Clancy is an associate professor in the department of Political Science and International Relations at Sarajevo School of Science and Technology, Bosnia and Herzegovina.

• Chapter 1. Conflict Transformation and History Teaching: Social Psychological Theory and Its Contributions; Charis Psaltis, Mario Carretero & Sabina Čehajić-Clancy.- PART I:  Global and Regional Perspectives on Textbook Writing, Civil Society Organizations and Social Representations.- Chapter 2. History Textbook Writing in Post-Conflict Societies: From Battlefield to Site and Means of Conflict Transformation     ; Denise Bentrovato.- Chapter 3. Confronting History and Reconciliation: A Review of Civil Society’s Approaches to Transforming Conflict Narratives; Rezarta Bilali & Rima Mahmut.- Chapter 4. Social Representations of the Past in Post-Conflict Societies: Adherence to Official Historical Narratives and Distrust through Heightened Threats; Charis Psaltis, Renata Franc, Anouk Smeekes, Maria Ioannou & Iris Žeželj.- PART II. Social Psychological Perspectives of Perpetrators and Victims.- Chapter 5. Power Struggles in the Remembering of Historical Intergroup Conflict: Hegemonic and Counter-Narratives about the Argentine “Conquest of the Desert”; Alicia Barreiro, Cecilia Wainryb & Mario Carretero.- Chapter 6. When History Teaching Turns into Parrhesia: The Case of Italian Colonial Crimes; Giovanna Leone.- Chapter 7. How to Teach about the Holocaust? Psychological Obstacles in Historical Education in Poland and Germany; Michal Bilewicz, Marta Witkowska, Silviana Stubig, Marta Beneda & Roland Imhoff.- PART III: Textbook and Teacher Perspectives in Post-Transition and Post-Conflict SocietiesChapter 8. History Teaching as ‘Propaganda’? Teachers’ Communication Styles in Post-Transition Societies; Katrin Kello & Wolfgang Wagner.- Chapter 9. A Clash of Communication? Intervening in Textbook Writing and Curriculum Development in Bosnia and Herzegovina after the War of 1992-1995; Falk Pingel.- Chapter 10. Textbook Narratives and Patriotism in Belarus; Anna Zadora.- PART IV: Pedagogical Approaches to History Teaching and Reconciliation.- Chapter 11. The Official, the Empathetic, and the Critical: Three Approaches to History Teaching and Reconciliation in Israel; Tsafrir Goldberg.- Chapter 12. The Potential Role of Social Psychology in History Teaching after Conflict: Exploring two History Education Projects Aiming to Improve Community Relations in Northern Ireland; Alan McCully & Jackie Reilly.- Chapter 13. Formal and Non-formal Reform Efforts of History Teaching in Cyprus: Openings and Closures for Dangerous Memories and Reconciliation Pedagogies; Michalinos Zembylas & Hakan Karahasan.- Chapter 14. Concluding Commentary: The Teaching of Recent and Violent Conflicts as a Challenge for History Education; Mario Carretero.

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