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Article
History, Memory, and Peace Education: History's Hardest Questions in the Classroom
Peace & Change: A Journal of Peace Research
  • Cheryl Lynn Duckworth, Nova Southeastern University
Department
Department of Conflict Resolution Studies
Publication Date
3-20-2015
Peer Reviewed
1
Abstract

Many peace educators wish to be able to do more than foster enhanced communication or cultural skills, but further wish to interrupt macro-historical causes of violence. Peace education can be usefully advanced by drawing on the literature on what is often called historical or collective memory. An important area of interest in peace studies, scholars working in this area seek to understand the role of the “heavy hand of history” in conflict. This article explores the nexus between peace education and historical memory, filling a current gap in the literature by addressing the question of what classroom teachers might actually be able to do in their settings to interrupt transgenerational cycles of violent conflict. I explore two possible ways forward for implementing such an audacious goal in the classroom: oral histories and “futures visioning,” inspired by Elise Boulding's notion of the 200-year present.

DOI
10.1111/pech.12118
Citation Information
Cheryl Lynn Duckworth. "History, Memory, and Peace Education: History's Hardest Questions in the Classroom" Peace & Change: A Journal of Peace Research Vol. 40 Iss. 2 (2015) p. 167 - 193
Available at: http://works.bepress.com/cheryl-duckworth/18/