Active Remembering, Selective Forgetting, and Collective Identity: The Case of Bloody Sunday

Conway, Brian

doi:10.1207/s1532706xid0304_01

Cited by 56 publications

(53 citation statements)

References 31 publications

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“…Historical memories are part of everyone's education (not to be confused with schooling) and are gained through participation in formal and daily activities. What gets defined as the ''official'' memory, therefore, reflects the power of certain groups and ideologies in society to define the past according to their interests, often by silencing alternative and competing memory discourses (Conway 2003;Epstein 2001). This is particularly obvious in historical narratives taught in schools when such narratives provide a framework through which children make sense of and lay claim to a national collective memory (Davies 2004;Siegel 2002).…”

Section: Discussionmentioning

confidence: 99%

The Complexities of Teaching Historical Conflictual Narratives in Integrated Palestinian-Jewish Schools in Israel

Bekerman

2008

Int Rev Educ

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This paper addresses the complexities encountered by teachers and students when dealing with conflictual historical narratives in the context of integrated bilingual schools in Israel. The narratives presented are based on rich ethnographic data gathered from a long-standing research effort in the schools. They offer insights into how those involved in the educational initiative draw selectively from formal and informal sources in order to support their identification and sense of belonging within their particular political, national and religious communities. The vignettes rendered present a complex picture that is not necessarily encouraging in terms of the potential of education to help overcome situations of intractable conflict. Re´sume´-LES COMPLEXITÉ S DE L'ENSEIGNEMENT DE RÉ CITS CON-FLICTUELS HISTORIQUES DANS LES É COLES INTÉ GRÉ ES JUDÉ O-PALESTINIENNES EN ISRAË L -Cette e´tude aborde les complexite´s rencontre´es par les professeurs et les e´tudiants traitant de re´cits historiques conflictuels dans le cadre des e´coles bilingues inte´gre´es en Israe¨l. Les re´cits pre´sente´s sont base´s sur de riches donne´es ethnographiques recueillies durant une recherche de longue haleine mene´e dans les e´coles. Ils offrent des vues sur la fac¸on dont ceux qui sont implique´s dans l'initiative e´ducative proce`dent a`des de´ductions a`partir de sources formelles et informelles, afin de soutenir leur identification et leur sentiment d'appartenance a`l'inte´rieur de leurs communaute´s politiques, nationales et religieuses particulie`res. Ces estampes ont rendu actuelle une image complexe qui n'est pas ne´cessairement encourageante en termes de potentiel d'e´ducation pour aider a`surmonter des situations de conflit insurmontable. Zusammenfassung -SCHWIERIGKEITEN BEI DER BEHANDLUNG KON-FLIKTBEZOGENER GESCHICHTSERZÄ HLUNG IM UNTERRICHT AN INTEGRIERTEN PALÄ STINENSICH-JÜ DISCHEN SCHULEN IN ISRAEL-Indieser Abhandlung geht es um die Schwierigkeiten, die sich Lehrern und Schu¨lern in integrierten zweisprachigen Schulen in Israel stellen, die sich mit konfliktbezogener Geschichtserza¨hlung befassen. Die vorgestellten Geschichtserza¨hlungen bauen auf umfangreichen ethnografischen Daten auf, die im Rahmen langja¨hriger Forschungen an den Schulen gewonnen wurden. Sie geben Einblick in die Art und Weise, wie die an der Bildungsinitiative Beteiligten gezielt formelle und informelle Quellen nutzen, um ihre Identifizierung mit ihren individuellen politischen, nationalen und religio¨sen Gemeinschaften sowie ihr Zugeho¨rigkeitsgefu¨hl zu diesen zu unterstu¨tzen. Mittels der enthaltenen Kurzdarstellungen entsteht ein komplexes Bild, das im Hinblick auf die Mo¨glichkeiten, die Bildung fu¨r die Ü berwindung verfahrener Konfliktsituationen bietet, nicht unbedingt Mut macht. Resumen -LAS DIFICULTADES DE ENSEÑ AR RELATOS HISTÓ RICOS CONFLICTIVOS EN ESCUELAS INTEGRADAS PALESTINO-JUDI´AS DE IS-RAEL-Este trabajo se ocupa de las complicaciones que experimentan los docentes y estudiantes en las escuelas integradas bilingu¨es de Israel con el ...

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Section: Discussionmentioning

confidence: 99%

The Complexities of Teaching Historical Conflictual Narratives in Integrated Palestinian-Jewish Schools in Israel

Bekerman

2008

Int Rev Educ

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“…The connection between memory and identity raises two important issues: first, it highlights the political and emotional value of collective memories because past representations are preserved through social and ideological practices such as commemoration sites and rituals; second, the connection between memory and identity suggests that memory is created in interaction between and among people in social and political contexts (Conway 2003;Middleton and Edwards 1990;Olick 1999;Zerubavel 1996). Developments in social psychology over the last several decades show how social identity processes are crucial not only in maintaining positive social identity (Tajfel and Turner 1986;Turner 1999), but also in undertaking collective action to subvert hegemonic societal mechanisms and structures (van Zomeren et al 2008).…”

Section: Dangerous Memories and Conflict Transformationmentioning

confidence: 99%

“…For example, what gets defined as 'official' memory reflects the power of certain groups and ideologies in society to define the past according to their interests, often by silencing alternative and competing memory discourses (Conway 2003;Epstein 2001;Middleton and Edwards 1990). Efforts to change these representations-e.g.…”

Section: Dangerous Memories and Conflict Transformationmentioning

confidence: 99%

Formal and Non-formal Reform Efforts of History Teaching in Cyprus: Openings and Closures for Dangerous Memories and Reconciliation Pedagogies

Zembylas

Karahasan

2017

History Education and Conflict Transformation

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“…A special form of "reconstructed" memories (known as folk memories, which often differ from the dominant discourse of the powerful outgroup), hold an especially meaningful role in maintaining cultural identity amongst stigmatized ethnic groups (Conway, 2003).…”

Section: The Role Of Memorymentioning

confidence: 99%

How Does Ethnic Identification Impact the Recall of and Reactions to Discrimination?

Richard¹

2007

PsycEXTRA Dataset

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Active Remembering, Selective Forgetting, and Collective Identity: The Case of Bloody Sunday

Cited by 56 publications

References 31 publications

The Complexities of Teaching Historical Conflictual Narratives in Integrated Palestinian-Jewish Schools in Israel

The Complexities of Teaching Historical Conflictual Narratives in Integrated Palestinian-Jewish Schools in Israel

Formal and Non-formal Reform Efforts of History Teaching in Cyprus: Openings and Closures for Dangerous Memories and Reconciliation Pedagogies

How Does Ethnic Identification Impact the Recall of and Reactions to Discrimination?

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