So That We Do Not Fall Again: History Education and Citizenship in "Postwar" Guatemala

Autor/in	Bellino, Michelle J.
Titel	So That We Do Not Fall Again: History Education and Citizenship in "Postwar" Guatemala
Quelle	In: Comparative Education Review, 60 (2016) 1, S.58-79 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/684361
Schlagwörter	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; Guatemala + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; History of education; Bildungsgeschichte; Bildungsreform; Autoritarismus; Krieg; Ethnografie; Gerechtigkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Selbstkonzept; Rollen; Gewalt; Demokratie; Sozialer Wandel; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01