Titlebook: History Education and Conflict Transformation; Social Psychological Charis Psaltis,Mario Carretero,Sabina Čehajić-Clan Book‘‘‘‘‘‘‘‘ 2017 Th

具体

Fortuitous

Conflict Transformation and History Teaching: Social Psychological Theory and Its Contributions,at deal with the issue of conflict transformation and partcularly the notions of prejudice reduction and reconciliation. A major aim of history teaching is to engage students with historical texts, establish historical significance, identify continuity and change, analyse cause and consequence, take

rheumatism

History Textbook Writing in Post-conflict Societies: From Battlefield to Site and Means of Conflict contexts of intergroup conflict. It takes stock of past and present experiences worldwide in order to map emerging trends in this field and to reflect upon the conciliatory value and limitations of current practices. Combining a narrative framework with the conflict transformation paradigm, the anal

饶舌的人

Anticonvulsants

赏钱

Hemoptysis

When History Teaching Turns into Parrhesia: The Case of Italian Colonial Crimescide to openly narrate to their students the crimes committed by previous generations of their own group—crimes so far kept silenced and literally denied in the general social discourse. According to Foucault‘s categorization of different kinds of truth‘s speaking, we propose to call parrhesia this

带来的感觉

How to Teach about the Holocaust? Psychological Obstacles in Historical Education in Poland and Germund that education about the National Socialist period in Germany did not improve intergroup attitudes. Similarly, a study performed on Polish students in Warsaw showed that the extent of Holocaust education did not affect intergroup attitudes and led to more biased vision of the Holocaust. In both

放弃

最有利

A Clash of Communication? Intervening in Textbook Writing and Curriculum Development in Bosnia and Horiented as well as subject-oriented academic institutes, teacher associations and international organizations. Although all of them may agree on the common aim to contribute to the reform of education systems, they often differ in specific objectives and strategies of how to reach the common aim. T