Abstract
Pedagogical change is imperative for historical memory education (HME). This chapter describes qualitatively an educational experience in HME that embeds document-based analysis in role-playing activities. Historical role-playing was used as a pedagogical resource, allowing the presentation of historical inquiry within narratives that are attractive for students. Results show that the role-playing activities fostered class dynamics around emergent document-based narratives that transformed both the understanding of the conflict and the empathetic appreciation of what the conflict meant emotionally for victims and survivors. Using thematic analysis, this chapter presents the main findings of this work in a way that can enrich pedagogical practices in history and HME. Guidelines for designing this type of activities are provided, attending especially to the principle of not reenacting traumatic events directly and to the need of having adequate moments of emotional closing and healing, but also to the idea that HME needs to present the complexity of a violent past and to connect with economic, political, and institutional issues.
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Corredor, J., Castro-Morales, C., Jiménez-Rozo, T.A. (2021). Document-Based Historical Role-Playing as a Tool to Promote Empathy and Structural Understanding in Historical Memory Education. In: López López, W., Taylor, L.K. (eds) Transitioning to Peace. Peace Psychology Book Series. Springer, Cham. https://doi.org/10.1007/978-3-030-77688-6_15
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