Overview
- Examines how expectations of historical justice movements are understood within educational contexts
- Draws together research from a multitude of global contexts to analyse the role of history education in processes of historical injustice
- Explores the many ways in which education is understood as both a site of historical injustice and a mechanism for redress
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About this book
This book explores how the expectations of historical justice movements and processes are understood within educational contexts, particularly history education. In recent years, movements for historical justice have gained global momentum and prominence as the focus on righting wrongs from the past has become a feature of contemporary politics. This imperative has manifested in globally diverse contexts including societies emerging from recent, violent conflict, but also established democracies which are increasingly compelled to address the legacies of colonialism, slavery, genocides, and war crimes, as well as other forms of protracted discord. This book examines historical justice from an educational perspective, exploring the myriad ways that education is understood as a site of historical injustice, as well as a mechanism for redress. The editors and contributors analyse the role of history education in processes of historical justice broadly, exploring educational sites, policies, media, and materials. This edited collection is a unique and important touchstone volume for scholars, policy-makers, practitioners, and teachers that can guide future research, policy, and practice in the fields of historical justice, human rights and history education.
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Keywords
Table of contents (19 chapters)
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Front Matter
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State-Sponsored Processes and Education
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Front Matter
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Historical Justice in Public History Spaces
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Front Matter
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Educational Materials: Textbooks, Curricula, Policy
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Front Matter
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Pedagogy, Teachers, and Students
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Front Matter
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Reviews
“Historical Justice and History Education comes at a critical juncture for the field of history education. With a diversity of voices and case studies, this collection offers critical new perspectives and provides important analysis about the possibilities and limitations of historical education as site for historical justice.”—Anna Clark, Associate Professor, University of Technology, Sydney, Australia
“This groundbreaking collection explores the pivotal role of history education in dealing with issues of historical justice in a wide array of contexts. What emerges is a rich picture of the transformation of social justice knowledge—from state-sponsored reconciliation projects, local memory, or other sources—into policy, materials, methods and prescriptions for schools, museums and memorial sites. It underscores what we should already know: in this field there are no easy solutions.”
—Peter Seixas, Professor Emeritus, University of British Columbia, Canada
“It was Faulkner who noted that ‘the past is never dead. It isn't even past.’ This collection of essays shows the truth of Faulkner's insight across an array of national contexts. The ghastly sins of the past haunt our present. If we can muster the courage to look, clear-eyed, at these sins, we can use the past to seek justice, healing, and reconciliation in the present. This bracing volume offers hope that a sober reckoning can lead to a better tomorrow.”
—Sam Wineburg, Margaret James Professor of Education & History, Stanford University, USA
“This long overdue volume makes an outstanding contribution to historical justice practices by compiling case studies from many parts of the world. In taking into account the relationship between historical justice and history education it also offers a critical reflection on the role of historians in these practices. The cutting-edge chapters by leading experts valuably extend our knowledge within this field and add significantly to our understanding of reconciliation processes.”
—Eckhardt Fuchs, Professor, Director of the Georg Eckert Institute, Germany
“This groundbreaking collection explores the pivotal role of history education in dealing with issues of historical justice in a wide array of contexts. What emerges is a rich picture of the transformation of social justice knowledge—from state-sponsored reconciliation projects, local memory, or other sources—into policy, materials, methods and prescriptions for schools, museums and memorial sites. It underscores what we should already know: in this field there are no easy solutions.”
—Peter Seixas, Professor Emeritus, University of British Columbia, Canada
“It was Faulkner who noted that ‘the past is never dead. It isn't even past.’ This collection of essays shows the truth of Faulkner's insight across an array of national contexts. The ghastly sins of the past haunt our present. If we can muster the courage to look, clear-eyed, at these sins, we can use the past to seek justice, healing, and reconciliation in the present. This bracing volume offers hope that a sober reckoning can lead to a better tomorrow.”
—Sam Wineburg, Margaret James Professor of Education & History, Stanford University, USA
“This long overdue volume makes an outstanding contribution to historical justice practices by compiling case studies from many parts of the world. In taking into account the relationship between historical justice and history education it also offers a critical reflection on the role of historians in these practices. The cutting-edge chapters by leading experts valuably extend our knowledge within this field and add significantly to our understanding of reconciliation processes.”
—Eckhardt Fuchs, Professor, Director of the Georg Eckert Institute, Germany
Editors and Affiliations
About the editors
Mati Keynes is a Doctoral Researcher at the Australian Centre for Public History, University of Technology, Sydney, Australia.
Henrik Åström Elmersjö is Associate Professor of History and Education at the Department of Education, Umeå University, Sweden.
Daniel Lindmark is Professor of History and Education at the Department of Historical, Philosophical and Religious Studies, Umeå University, Sweden.
Björn Norlin is Associate Professor of History and Education at the Department of Education, Umeå University, Sweden.
Bibliographic Information
Book Title: Historical Justice and History Education
Editors: Mati Keynes, Henrik Åström Elmersjö, Daniel Lindmark, Björn Norlin
DOI: https://doi.org/10.1007/978-3-030-70412-4
Publisher: Palgrave Macmillan Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2021
Hardcover ISBN: 978-3-030-70411-7Published: 21 July 2021
Softcover ISBN: 978-3-030-70414-8Published: 22 July 2022
eBook ISBN: 978-3-030-70412-4Published: 21 July 2021
Edition Number: 1
Number of Pages: XXII, 435
Number of Illustrations: 4 b/w illustrations, 5 illustrations in colour
Topics: History of Education, Sociology of Education, Historiography and Method, International and Comparative Education