No textbooks, no peace? Historical narratives in South Sudan.

Autor/in	Skårås, Merethe
Titel	No textbooks, no peace? Historical narratives in South Sudan.
Quelle	Aus: Vanner, Catherine (Hrsg.); Akseer, Spogmai (Hrsg.); Kovinthan Levi, Thursica (Hrsg.): Teaching peace and conflict. The multiple roles of school textbooks in peacebuilding. Cham, Switzerland: Springer Nature (2022) S. 139-153 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben S. 152-153
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-031-04675-9; 978-3-031-04676-6; 978-3-031-04678-0
DOI	10.1007/978-3-031-04676-6_8
Schlagwörter	Kollektives Gedächtnis; Konflikt; Konfliktforschung; Bildungspolitik; Curriculum; Schulbuch; Frieden; Friedensforschung; Geschichtsunterricht; Staat Südsudan
Abstract	This chapter gives a detailed account of how memories and narratives operate due to a lack of history textbooks in secondary schools in South Sudan. The chapter is based on two periods of focused ethnographic? eldwork in South Sudan during the recent civil war. Using the IREC framework, combined with perspectives on curriculum and collective memory, the chapter analyzes how groups and narratives are constructed and operate both inside and outside the classroom, in an educational context where there are no of? cial history textbooks and the classrooms are teachercentered. I argue that when the content is not found in any textbooks available to students, the students are mostly left with biased, unquestioned historical narratives that maintain ethnic groups and communities. The study revealed that when there is a lack of textbooks and a single narrative is promoted by teachers, possibilities for transforming past narratives for the future are obstructed, especially when students are not invited to critically re? ect on and participate in classroom discussion. Therefore, the chapter argues that history education in South Sudan is both a symbolic victim of and an accomplice to con? ict. However, it also recognizes a potential for education to take on a transformative role toward a more peaceful society.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1