Teaching About the Violent Past

Preface
List of Abbreviations

Introduction
I.1. Research gaps and objectives
I.2. Case study contexts
I.3. Methodology
I.4. Outline of this book

Part 1. Theory & Concepts

Chapter 1. Reconciliation, memory and (peace) education
1.1. Conflict narratives
1.2. Challenging conflict narratives through transitional justice
1.3. Education as a subject & instrument of transitional justice
1.4. Direct peace education
1.5. Sociological time & societal ‘ripeness’
1.6. Alternatives to direct peace education
1.7. Theory of change of direct peace education

Chapter 2. The risk-taking continuum 2.0
2.1. Curricular-instructional gatekeeping
2.2. The risk-taking continuum
2.3. Limitations of the risk-taking continuum
2.4. Alternative frameworks
2.5. Towards a risk-taking continuum 2.0: the conflict-history education framework
2.6. Using the conflict-history education framework

Part 2. Empirical evidence

Chapter 3. Teaching about ethnic tensions in Kenya
3.1. Ethnic tensions and violence in Kenya
3.2. Education, conflict & peace
3.2.1. Kenya’s education system
3.2.2. Education & conflict
3.2.3. Education & peace
3.3. Survey data
3.4. Support for (in)direct peace education
3.4.1. Support for multicultural education
3.4.2. Support for direct peace education
3.5. (Dis)comfort
3.6. (In)competence: Stereotyping and ethnic favouritism in the classroom
3.6.1. Stereotyping in the classroom
3.6.2. Ethnic favouritism in the classroom
3.7. Situating Kenyan teachers within the framework of conflict-history education

Chapter 4. Teaching about the violent past in Côte d’Ivoire
4.1. Conflict dynamics
4.2. Education, conflict & peace
4.2.1. Côte d’Ivoire’s educational system
4.2.2. Education & conflict
4.2.3. Education & peace
4.3. Survey data
4.4. Support for (in)direct peace education
4.4.1. Support for indirect peace education
4.4.2. Support for direct peace education
4.5. (Dis)comfort
4.6. (In)competence
4.6.1. Focus on competing narratives of conflict
4.6.2. Support for teacher training
4.7. Situating Ivorian teachers within the framework of conflict-history education

Chapter 5. Teaching about ongoing violence in the eastern Democratic Republic of Congo
5.1. Conflict dynamics
5.2. Education, conflict & peace
5.2.1. The Congolese education system
5.2.2. Education & conflict
5.2.3. Education & peace
5.3. Survey data
5.4. Support for (in)direct peace education
5.4.1. Support for indirect peace education
5.4.2. Support for direct peace education
5.5. (Dis)comfort
5.6. (In)competence
5.7. Uprooted
5.7.1. Background on ‘Uprooted’
5.7.2. Fostering critical design experts through ‘Uprooted’
5.8. Situating Congolese teachers within the framework of conflict-history education

Part 3. Conclusions & Policy recommendations

Chapter 6. Main findings and conclusions
6.1. Situating teachers in terms of their support for direct peace education
6.2. Explaining differences
6.3. Teachers’ professional development needs
6.4. Limitations & future research directions

Chapter 7. Promoting critical design experts? Policy recommendations
7.1. Reflections from the field
7.1.1. Kenya: Mary Wanjiru Kang’ethe
7.1.2. Côte d’Ivoire: Louis-Gervais Adomon Anoma
7.2. Policy recommendations
7.3. Teaching strategies
7.3.1. Silent conversations
7.3.2. Exploring the unknown
7.3.3. Forum theatre

Appendix
Notes
References
Index