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Teaching history after violent confl...

Rafferty, Rachel.

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Teaching history after violent conflict: The state of an emerging field.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teaching history after violent conflict: The state of an emerging field./
Author:	Rafferty, Rachel.
Description:	60 p.
Notes:	Source: Masters Abstracts International, Volume: 51-06.
Contained By:	Masters Abstracts International51-06(E).
Subject:	Education, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1538136
ISBN:	9781303108532

Teaching history after violent conflict: The state of an emerging field.
Rafferty, Rachel.

Teaching history after violent conflict: The state of an emerging field. - 60 p.

Source: Masters Abstracts International, Volume: 51-06.

Thesis (M.A.)--The University of North Carolina at Chapel Hill, 2013.

This thesis surveys the emerging field of history education after violent conflict. A literature review places the current efforts of history educators in context by outlining the existing knowledge of the challenges and opportunities offered by innovative and responsible approaches to history education in post-conflict societies. A qualitative research study was carried out with a number of history educators working in societies transitioning out of violent conflict and findings are presented on both common and divergent approaches to teaching history among those practitioners. Conclusions are drawn as to what currently constitutes an agreement of 'good practice' in history education methodologies for post-conflict societies and what are the currently unresolved issues among the field. Recommendations are made as to future directions in which the field might move in order to deepen its impact, and on the need for further research into the effectiveness of the methodologies outlined in this paper.

ISBN: 9781303108532Subjects--Topical Terms:

1019158
Education, General.

Teaching history after violent conflict: The state of an emerging field.
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100 1 $a Rafferty, Rachel. $3 2098379
245 1 0 $a Teaching history after violent conflict: The state of an emerging field.
300 $a 60 p.
500 $a Source: Masters Abstracts International, Volume: 51-06.
500 $a Adviser: George W. Noblit.
502 $a Thesis (M.A.)--The University of North Carolina at Chapel Hill, 2013.
520 $a This thesis surveys the emerging field of history education after violent conflict. A literature review places the current efforts of history educators in context by outlining the existing knowledge of the challenges and opportunities offered by innovative and responsible approaches to history education in post-conflict societies. A qualitative research study was carried out with a number of history educators working in societies transitioning out of violent conflict and findings are presented on both common and divergent approaches to teaching history among those practitioners. Conclusions are drawn as to what currently constitutes an agreement of 'good practice' in history education methodologies for post-conflict societies and what are the currently unresolved issues among the field. Recommendations are made as to future directions in which the field might move in order to deepen its impact, and on the need for further research into the effectiveness of the methodologies outlined in this paper.
590 $a School code: 0153.
650 4 $a Education, General. $3 1019158
650 4 $a Education, Teacher Training. $3 783747
650 4 $a History, General. $3 1017448
690 $a 0515
690 $a 0530
690 $a 0578
710 2 $a The University of North Carolina at Chapel Hill. $b Education: Doctorate/Master's in Education. $3 1023301
773 0 $t Masters Abstracts International $g 51-06(E).
790 $a 0153
791 $a M.A.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1538136