Reproduction of Conflict in History Teaching in Ukraine: A Social Identity Theory Analysis

Korostelina, Karina V.

doi:10.1080/15283488.2015.1057283

Cited by 9 publications

(10 citation statements)

References 51 publications

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“…This is a central part of several dilemmas when teaching and learning the near past. This review identifies multiple cases in which critical thinking and enquiry approaches are challenged by the context of war and trauma and possibly the objective of history to promote the vision of the nation (Bellino 2015;Glanvill-Miller 2017;Klerides and Zembylas 2017;Korostelina 2015;McCully 2012;Shepler and Williams 2017).…”

Section: Multiple Narrativesmentioning

confidence: 99%

“…Furthermore, the teacher consigns certain parts of the curriculum, the narratives of ethnic conflicts to the null curriculum and does so based on affect and possibly also the objective of history to promote the vision of the nation. Research from Ukraine and Israel shows how teachers add extracurricular content to their teaching if they see important elements of history missing and in order to promote their own vision of a nation or to define enemies and allies (Korostelina 2015;Yemini and Yifat 2016). Similarly, Indian teachers' reactions to the revised history textbooks published in 2008 illustrate how they find multiple and nuanced descriptions of the 1947 partition too complex for students to handle which results in the teachers promoting a single version of the past based on content in older textbooks (Chhabra 2016).…”

Section: Teachersmentioning

confidence: 99%

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Teaching and learning the most recent history in divided societies emerging from conflict: A review of the literature through the lens of social justice

Skårås

2021

Journal of Peace Education

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In recent years, a number of nation states have signed peace protocols and entered processes of peace and reconciliation. This has led to an increasing pool of literature on history education in these divided and diverse societies emerging from violent conflict. This article provides a review of the latest developments in this field which focuses on the often counterproductive objectives of developing critical thinking skills in students while simultaneously promoting patriotism and a vision of a nation. Through a theoretical lens centering on politics of recognition, redistribution, and representation, I analyze research literature that focuses on the teaching and learning of recent history and how the subject of history might facilitate social justice for all. Findings from this review show that the affective dimension of the curriculum and the vision of the nation in these contexts promote single narratives of the past and therefore cultivate an identity model of recognition which encourages separatism and intolerance.

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Section: Multiple Narrativesmentioning

confidence: 99%

Section: Teachersmentioning

confidence: 99%

Teaching and learning the most recent history in divided societies emerging from conflict: A review of the literature through the lens of social justice

Skårås

2021

Journal of Peace Education

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“…According to Tajfel and Turner (1979), history plays an important role in the development or formation of identity. Collective historical narratives, through commemorations and events, help provide a national identity and social cohesion (Korostelina, 2015). When leaders identify themselves with a group of people, they associate themselves with the characteristics of that group, and this association reinforces the antecedents of identification (Ashforth and Mael, 1989).…”

Section: Transgenerational Transmission Of Collective Traumamentioning

confidence: 99%

Collective Traumas and the Development of Leader Values: A Currently Omitted, but Increasingly Urgent, Research Area

et al. 2019

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The number of worldwide traumatic events is significant, yet the literature pays little attention to their implications for leader development. This article calls for a consideration of how collective trauma such as genocide and the Holocaust can shape the values of leaders, who are second- and third-generation descendants. Drawing on research on the transgenerational transmission of collective trauma and leader values, we show how collective trauma resides in (1) cultural rituals and artifacts, (2) community events and commemorations, and (3) family narratives is transmitted to leader descendants through at least three channels: social learning, social identity, and psychodynamics. We also offer propositions that recommend ways in which the transmission of these repositories can shape certain leader values that guide leader behaviors. Our conceptual review suggests that the transmission of collective trauma on leader development and leader values remains under-researched, offering prospects for new research and learning on the origins and seeds of leader development.

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“…Tundlike ja vastuoluliste teemade puhul ilmneb see tõsiasi eriti selgelt (nt Goldberg, 2016Goldberg, , 2017Kello, 2016;Kello & Wagner, 2017;Kitson & McCully, 2005;Korostelina, 2015;Nakou & Barca, 2010;Pääbo, 2011). Ei ole üllatav, et meie küsitluses olid sellisteks teemadeks esmajoones Eesti ajalooga seotud teemad, sealhulgas ennekõike sellised, mis seostusid Eesti ja Vene -või Eesti ja nõukogude -perspektiivide kokkupõrkega.…”

Section: Kokkuvõteunclassified

If that’s the goal, any topic can be sensitive? Estonian teachers’ experiences with s ensitive issues in history

Kello¹,

Raudsepp²

2017

EHA

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AnnotatsioonÜks raskusi, millega tuleb õpetajatöös silmitsi seista, on ühiskondlikult tundlik õppe-sisu. Ajaloos ja muudes ühiskonnaainetes seostub see tihtipeale poliitiliste vastuolude ja valusate ajalookogemustega. Artiklis anname ülevaate tundlike ajalooteemade õpetamise teoreetilistest käsitlustest ning empiirilistest uurimustest nii ajaloodidaktika kui ka sotsiaalpsühholoogia vallas. Andmestik pärineb Eesti õpetajate küsit-lusest, mis oli osa rahvusvahelisest koostööprojektist "Ajaloo repre sentatsioonide sotsiaalpsühholoogiline dünaamika laienenud Euroopa Liidus" kümne riigi osalusel. Veebiankeedi täitis 37 õpetajat, neist 13 vene keeles. Kogutud andmete temaatilisest kontentanalüüsist ja mõnel juhul ka statistilisest analüüsist ilmneb, milliseid ajalooteemasid tajuvad Eesti vastajad tundlikuna, mis strateegiaid nad kasutavad nende käsitlemisel, mis eesmärke endale seavad ning millist tuge vajavad.Võtmesõnad: ajalooõpetus, õpetaja, tundlikud teemad, identiteet, sotsiaalne mälu, hariduse ühiskondlik-poliitiline kontekst SissejuhatusÜks keerulisi ülesandeid õpetajatöös on tegelda tundliku õppesisuga. Õppe-teema tundlikkus võib põhineda mitmesugustel teguritel alates õpetaja ja õpi-laste isikutest ning lõpetades ühiskondliku ja poliitilise kontekstiga. Viimasel juhul viitavad tundlikud teemad sellele, kuidas suhestuvad poliitiline kontekst, ühiskonnarühmade suhted ja ajalookujutlused tavateadvuses. Pole üllatav, et ühiskonnas vastandlikud positsioonid muudavad kõneaine tundlikuks ka klassiruumis.

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Reproduction of Conflict in History Teaching in Ukraine: A Social Identity Theory Analysis

Cited by 9 publications

References 51 publications

Teaching and learning the most recent history in divided societies emerging from conflict: A review of the literature through the lens of social justice

Teaching and learning the most recent history in divided societies emerging from conflict: A review of the literature through the lens of social justice

Collective Traumas and the Development of Leader Values: A Currently Omitted, but Increasingly Urgent, Research Area

If that’s the goal, any topic can be sensitive? Estonian teachers’ experiences with s ensitive issues in history

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