Memory, Identity and the Politics of Curriculum Construction in Transition Societies: Rwanda and South Africa

Autor/in	Weldon, Gail
Titel	Memory, Identity and the Politics of Curriculum Construction in Transition Societies: Rwanda and South Africa
Quelle	In: Perspectives in Education, 27 (2009) 2, S. 177-189Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Forschungsbericht; Conflict; Memory; Identification; Teachers; Politics of Education; Curriculum Development; History Instruction; Teacher Education; Foreign Countries; Rwanda; South Africa + Suchen Sie Ihr Suchwort? Konflikt; Gedächtnis; Identifikation; Identifizierung; Lehrer; Lehrerin; Lehrende; Educational policy; Bildungspolitik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; History lessons; Geschichtsunterricht; Lehrerausbildung; Lehrerbildung; Ausland; Ruanda; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	A critical question for societies emerging from conflict is what should be done about the traumatic memories of the past. In post-conflict societies political issues of memory and identity are at the same time issues for curriculum construction. Using the examples of post-conflict Rwanda and South Africa, I raise questions about the competing interests and political processes that attempt to shape the way the history curriculum is constructed in post-conflict societies, and the extent to which they open or close possibilities for teacher identities and dialogue about a traumatic past. I suggest that teacher education needs to be reconceptualised and that Lederach's concept of "moral imagination" provides a particularly appropriate conceptual framework for teacher development in post-conflict societies. (As Provided).
Anmerkungen	Perspectives in Education. Faculty of Education, University of Pretoria, Pretoria 0002, South Africa. Tel: +27-12-420-4732; Fax: +27-12-420-3003; e-mail: perspect@postino.up.ac.za; Web site: http://journals.sabinet.co.za/pie/index.html
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10