Section 2 Commentary

Research output: Chapter in Book/Report/Conference proceedingChapterScientificpeer-review

Abstract

Histoy is a moral craf, especially when mediated By collective memory and public history. Morally loaded narratives are expected to bolster the identification of people to the community and enhance the coherence of the community. In post-conflict societies. The narratives tend to point out the victimhood on own comunity and the guilt of "the other. The chapter illustrates this tendency in the cases of post-conflict Finland, South Africa and Bosnia-Herzegovina and diacovers a symmetry of the claims of victimhood and guilt. The conclusion is, that, in the aftermath of the conflict, a dialogue is urgently needed to impede a biased use of history
Original languageEnglish
Title of host publicationTeaching and Learning Difficult Histories in International Contexts : A Critical Sociocultural Approach
EditorsTerrie Epstein, Carla L. Peck
Number of pages7
Place of PublicationNew York, NY
PublisherRoutledge
Publication date2018
Pages136-142
ISBN (Print)978-1-138-70247-9
ISBN (Electronic)978-1-135-20359-1
Publication statusPublished - 2018
MoE publication typeA3 Book chapter

Publication series

NameRoutledge Research in International and Comparative Education

Fields of Science

  • 516 Educational sciences

Cite this

Ahonen, S. (2018). Section 2 Commentary. In T. Epstein, & C. L. Peck (Eds.), Teaching and Learning Difficult Histories in International Contexts: A Critical Sociocultural Approach (pp. 136-142). (Routledge Research in International and Comparative Education). New York, NY: Routledge.
Ahonen, Sirkka. / Section 2 Commentary. Teaching and Learning Difficult Histories in International Contexts: A Critical Sociocultural Approach. editor / Terrie Epstein ; Carla L. Peck. New York, NY : Routledge, 2018. pp. 136-142 (Routledge Research in International and Comparative Education).
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Ahonen, S 2018, Section 2 Commentary. in T Epstein & CL Peck (eds), Teaching and Learning Difficult Histories in International Contexts: A Critical Sociocultural Approach. Routledge Research in International and Comparative Education, Routledge, New York, NY, pp. 136-142.

Section 2 Commentary. / Ahonen, Sirkka.

Teaching and Learning Difficult Histories in International Contexts: A Critical Sociocultural Approach. ed. / Terrie Epstein; Carla L. Peck. New York, NY : Routledge, 2018. p. 136-142 (Routledge Research in International and Comparative Education).

Research output: Chapter in Book/Report/Conference proceedingChapterScientificpeer-review

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AB - Histoy is a moral craf, especially when mediated By collective memory and public history. Morally loaded narratives are expected to bolster the identification of people to the community and enhance the coherence of the community. In post-conflict societies. The narratives tend to point out the victimhood on own comunity and the guilt of "the other. The chapter illustrates this tendency in the cases of post-conflict Finland, South Africa and Bosnia-Herzegovina and diacovers a symmetry of the claims of victimhood and guilt. The conclusion is, that, in the aftermath of the conflict, a dialogue is urgently needed to impede a biased use of history

KW - 516 Educational sciences

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Ahonen S. Section 2 Commentary. In Epstein T, Peck CL, editors, Teaching and Learning Difficult Histories in International Contexts: A Critical Sociocultural Approach. New York, NY: Routledge. 2018. p. 136-142. (Routledge Research in International and Comparative Education).