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Ibagón Martín, N. J. (2021). Enseñar la historia de conflictos armados internos recientes: revisión de experiencias en África, Europa, Oriente Medio y América. Revista Guillermo De Ockham, 18(1), 103–114. https://doi.org/10.21500/22563202.4404 (Original work published 12 de junio de 2020)
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Resumen
A partir de una investigación de revisión de literatura, el presente artículo analiza cómo algunas sociedades que han atravesado recientemente por conflictos armados internos, lidian escolarmente con el desafío que supone enseñar a las nuevas generaciones la historia de ese pasado difícil y traumático. Desde esta perspectiva, se abordan hallazgos investigativos producidos durante el periodo 2004-2019, en torno a experiencias de enseñanza de países ubicados en África, América, Oriente Medio y Europa. Por medio de este ejercicio se identifican una serie de dificultades, retos y posibilidades en los sistemas escolares de estos países, alrededor del desarrollo de discursos y prácticas que permitan afianzar desde la enseñanza de la historia procesos de reconciliación críticos. En este sentido, se plantea que la educación histórica en contextos de posconflicto puede aportar elementos formativos de carácter cognitivo, ético y político, básicos en la proyección de un presente y futuro pacíficos.
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Referencias
Ahonen, S. (2013). Postconflict History Education in Finland, South Africa and Bosnia-Herzegovina. Nordidactica: Journal of Humanities and Social Science Education, 1, 90-103.
Ahonen, S. (2014). Education in post-conflict societies. Historical Encounters: A journal of historical consciousness, historical cultures and history education, 1(1), 75-87.
Alvarado, G., Beltrán, D., Blanco, E., González, Y., & Ibagón, N. (2016). Otra escuela es posible: subjetividades políticas y retos en el post-acuerdo. Educación y Ciudad, 31, 185-193.
Apple, M. (1996). El conocimiento oficial. La educación democrática en una era conservadora. Barcelona: Paidós.
Arias, D. (2016). La memoria y la enseñanza de la violencia política desde estrategias audiovisuales. Revista Colombiana de Educación, 71, 253-278.
Arias, D. & Herrera, M. (2018). Currículo sobre la enseñanza del pasado reciente y violencia política en Colombia. Clío & Asociados, 27, 18-29.
Barton, K. & McCully, A. (2005). History, Identity and the School Curriculum in Northern Ireland: An Empirical Study of Secondary Students’ Ideas and Perspectives. Journal of Curriculum Studies, 37(1), 85–116.
Barton, K. & McCully, A. (2010). “You Can Form Your Own Point of View”: Internally Persuasive Discourse in Northern Ireland Students’ Encounters with History. Teachers College Record, 112(1), 142-81.
Baranovic, B., Jokic, B. ́& Doolan, K. (2007). Teaching history in a postwar social context: the case of the Croatian Danube region. Intercultural Education, 18(5), 455-471.
Bekerman, Z. & Zembylas, M. (2011). Teaching Contested Narratives: Identity, Memory and Reconciliation in Peace Education and Beyond. Cambridge, UK: Cambridge University Press.
Bekerman, Z. & Zembylas, M. (2016). Identity negotiations in conflict-ridden societies: historical and anthropological perspectives. Pedagogical Historica, 52(1-2), 201-218.
Bellino, M. (2014). Whose Past, Whose Present? Historical Memory among the ‘Postwar’ Generation in Guatemala. In J. Williams (Ed.). (Re) Constructing Memory: School Textbooks and the Imagination of the Nation, (pp. 131-53). Rotterdam: Sense Publishers.
Bellino, M. (2016). Learning through Silence in “Postwar” Guatemala. In D. Bentrovato, K. Korostelina, & M. Schulze. (eds.). History can bite. History Education in Divided and Postwar Societies (pp. 177-190). Göttingen: V&R unipress GmbH.
Bellino, M. & Williams, J. (eds.). (2017). (Re)Constructing Memory: Education, Identity, and Conflict (pp. 101-126). Netherlands: Sense Publishers.
Bentrovato, D. (2015). Narrating and teaching the nation: The politics of education in pre and post-genocide Rwanda. Göttingen: V&R Unipress.
Bentrovato, D. & Schulze, M. (2016). “Teaching about a Violent Past: Revisiting the Role of History Education in Conflict and Peace”. In D. Bentrovato, V. Korostelina & M. Schulze (eds.). History can bite. History Education in Divided and Postwar Societies. (pp. 15-30). Göttingen: V&R unipress GmbH.
Bentrovato, D., Korostelina, K. & Schulze, M. (eds.). (2016). History can bite. History Education in Divided and Postwar Societies. Göttingen: V&R unipress GmbH.
Bentrovato, D. (2017). History Textbook Writing in Post-conflict Societies: From Battlefield to Site and Means of Conflict Transformation. In C. Psaltis et al. (eds.), History Education and Conflict Transformation (pp. 37-76). Swittzerland: Palgrave Macmillan.
Berger, S. (2012). De-nationalizing history teaching and nationalizing it differently! Some reflections on how to defuse the negative potential of national(ist) history teaching. In M. Carretero, M. Asensio, & M. Rodriguez-Moneo (Eds.). History education and the construction of national identities (pp. 33–47). Charlotte: Information Age Publishing
Bilali, R. & Mahmoud, R. (2017). “Confronting History and Reconciliation: A Review of Civil Society’s Approaches to Transforming Conflict Narratives”. In C. Psaltis et al. (eds.), History Education and Conflict Transformation (pp. 77-96). Swittzerland: Palgrave Macmillan.
Borries, B. (2011). Coping with Burdening History. In H. Bjerg, C. Lenz & E. Thorstensen (eds.). Historicizing the uses of the past (pp.165-185). Bielefeld: Transcript - Verlag für Kommunikation, Kultur und soziale Praxis.
Buckley, S. (2009). Nation, Narration, Unification? The Politics of History Teaching After the Rwandan Genocide. Journal of Genocide Research, 11(1), 31–53.
Carretero, M. (2018). Imagining the Nation throughout School History Master Narratives. In M. Demantowsky (Ed). Public History and School. International Perspectives (pp. 97-108). Netherlands: De Gruyter.
Carretero, M. & Bermúdez, A. (2012). Constructing histories. In J. Valsiner (Ed.), The Oxford handbook of culture and psychology (pp. 625–646). Oxford: Oxford University Press.
Cole, E. (2007). Transitional Justice and the Reform of History Education. International Journal of Transitional Justice, 1, 115–37.
Cole, E. & Barsalou, J. (2006). Unite or Divide? The Challenges of Teaching History in Societies Emerging from Violent Conflict. Special Report 163, Washington, DC: Institute of Peace,
De Baets, A. (2015). Post-conflict history education moratoria: A balance. World Studies in Education, 16(1), 5–30.
Eastmond, M. & Selimovic, J. (2012). Silence as possibility in postwar every- day life. International Journal of Transitional Justice, 6(3), 502-524.
Epstein, T. & Peck, C. (2017). Teaching and learning difficult histories in international contexts. A critical sociocultural approach. New York: Routledge.
Eraso, R. (2016). Las comunidades de paz de Urabá desde la enseñanza de la historia reciente. Revista Colombiana de Educación, 71, 321-342.
Frayha, N. (2004). Developing Curriculum as a Means to Bridging National Divisions in Lebanon. In S. Tawil & A. Harley (Eds.). Education, Conflict and Social Cohesion (pp. 159–206). Geneva: UNESCO International Bureau for Education
Freedman, S., Weinstein, H., Murphy, K. & Longman, T. 2008. Teaching history after identity-based conflicts: The Rwanda experience. Comparative Education Review, 52(4), 665-690.
Gellman, M. (2015). Teaching silence in the schoolroom: whither national history in Sierra Leone and El Salvador?, Third World Quarterly, 36(1), 147-161.
Gellman, M. (2016). Only Looking Forward: The Absence of War History in Sierra Leone. In D. Bentrovato, K. Korostelina & M. Schulze (eds.). History can bite. History Education in Divided and Postwar Societies (pp. 141-155). Göttingen: V&R unipress GmbH.
Greene, A. (2017). Creating a nation without a past: Secondary-school curricula and the teaching of National History in Uganda. In M. Bellino & J. Williams (eds.). (Re)Constructing Memory: Education, Identity, and Conflict (pp. 101-126). Netherlands: Sense Publishers.
Ibagón, N. J. (2014). Los textos escolares y la enseñanza de la historia: elementos teóricos para entender su relación. Revista Hojas y Hablas, 11, 37-46.
Ibagón, N. (2019). Conciencia Histórica y textos escolares. Un análisis a partir de las concepciones sobre el periodo de “La Violencia” en Colombia. Revista Encuentros, 17(2), 46-56.
Ibagón, N. & Chisnes, L. (2019). Narrativas históricas sobre el conflicto armado colombiano y sus actores. Estudio a partir del análisis de textos escolares. Saber, Ciencia y Libertad, 14(2), 203-221.
Kello, K. & Wagner, W. (2017). History Teaching as ‘Propaganda’? Teachers’ Communication Styles in Post-Transition Societies. In C. Psaltis et al. (eds.), History Education and Conflict Transformation (pp. 201-230). Swittzerland: Palgrave Macmillan.
King, E. (2014). From Classrooms to Conflict in Rwanda. New York: Cambridge University Press.
King, E. (2017). What Framing Analysis Can Teach Us about History Textbook Peace, and Conflict: The Case of Rwanda. In M. Bellino & J. Williams (eds.). (Re)Constructing Memory: Education, Identity, and Conflict (pp. 23-48). Netherlands: Sense Publishers.
Kitson, A. (2007). History Teaching and Reconciliation in Northern Ireland. In E. A. Cole (Ed.). Teaching the Violent Past: History Education and Reconciliation. (pp.123–55). Lanham MD: Rowman & Littlefield.
Kokkinos, G. (2011). History Education in Relation to the controversial past and trauma. In L. Perikleous & D. Shemilt (Ed.). The future of the past: Why History Education Matters (pp. 34-67). Cyprus: AHDR/UNDP_ACT.
La Capra, D. (2001). Writing History, Writing Trauma. Baltimore: Johns Hopkins.
Lynn, C. (2015). History, Memory, and Peace Education: History´s hardest questions in the classroom. Peace & Change, 40(2), 167-193.
Magill, C. & Hamber, B. (2011). “If They Don’t Start Listening to Us, the Future Is Going to Look the Same as the Past”: Young People and Reconciliation in Northern Ireland and Bosnia and Herzegovina. Youth & Society, 43(2) 509-527.
Maric, D. (2016). The Homeland War in Croatian History Education: Between “Real Truth” and Innovative History Teaching. In D. Bentrovato, K. Korostelina, & M. Schulze (eds.). History can bite. History Education in Divided and Postwar Societies (pp. 85-107) Göttingen: V&R unipress GmbH.
McCully, A. (2012). History Teaching, Conflict and the Legacy of the Past. Education, Citizenship and Social Justice, 7(2), 145-59.
McCully, A. & Reilly, J. (2017). History Teaching to Promote Positive Community Relations in Northern Ireland: Tensions Between Pedagogy, Social Psychological Theory and Professional Practice in Two Recent Projects. In C. Psaltis et al. (eds.), History Education and Conflict Transformation (pp. 301-320). Swittzerland: Palgrave Macmillan.
Oglesby, E. 2007. Education Citizens in Postwar Guatemala: Historical Memory, Genocide and the Culture of Peace. Radical History Review, 97, 77-98.
Padilla, A. & Bermúdez, Á. (2016). Normalizar el conflicto y des-normalizarla violencia: retos y posibilidades de la enseñanza crítica de la historia del conflicto armado colombiano. Revista Colombiana de Educación, 71, 219-251.
Paulson, J. (2017). From truth to textbook: the Peruvian Truth and Ceconciliation Commission, educational resources, and the challenge of teaching about recent conflict. In M. Bellino & J. Williams (eds.). (Re)Constructing Memory: Education, Identity, and Conflict (pp. 291-312). Netherlands: Sense Publishers.
Paulson, J. (2015). “Whether and How?” History Education about Recent and Ongoing Conflict: A Review of Research. Journal on Education in Emergencies, 1(1), 115 - 141.
Paulson, J. (2010). “History and Hysteria”: Peru’s Truth and Reconciliation Commission and Conflict in the National Curriculum. International Journal for Education Law and Policy, [Special Issue], 132-46.
Pingel, F. (2011). Dealing with conflict new perspectives in International textbook revision. In: L. Perikleous & D. Shemilt (Ed.). The future of the past: Why History Education Matters (pp. 405-431). Cyprus: AHDR/UNDP_ACT
Psaltis, C., Franc, R., Smeekes, A., Ioannou, M. & Žeželj, I. (2017). Social Representations of the Past in Post-conflict Societies: Adherence to Official Historical Narratives and Distrust Through Heightened Threats. In C. Psaltis et al. (eds.), History Education and Conflict Transformation (97-121). Swittzerland: Palgrave Macmillan.
Ríos, S. (2017). Formación de la empatía a través del uso de la imagen artística. El caso de la víctimas de la violencia en Colombia. (Pensamiento), (Palabra) y Obra, 18, 52-63.
Savard, M. (2016). Using Education as a Political Tool to Advance Marginalization in Northern Uganda. D. Bentrovato, K. Korostelina & M. Schulze (eds.). History can bite. History Education in Divided and Postwar Societies (pp. 157-175). Göttingen: V&R unipress GmbH.
Skårås, M. (2018) Focused Ethnographic Research on Teaching and Learning in Conflict Zones: History Education in South Sudan. Forum for Development Studies, 45(2), 217-238.
Torsti, P. (2007). How to Deal with a Difficult Past? History Textbooks Supporting Enemy Images in Post-War Bosnia-Herzegovina. Journal of Curriculum Studies, 39(1), 77–96.
Torsti, P. (2009). Segregated education and texts: a challenge to peace in Bosnia and Herzegovina. International Journal on World Peace, 26(2). 65-82.
Uccelli, F., Agüero, J., Pease, M. & Portugal, T. (2017). Atravesar el silencio. Memorias sobre el conflicto armado interno y su tratamiento en la escuela. Lima: Instituto de Estudios Peruanos.
Van, Alphen, F. & Carretero, M. (2015). The Construction of the Relation Between National Past and present in the Appropriation of Historical Master Narratives. Integr Psych Behav, 49, 512-530.
Van Ommering, E. (2015). Formal History Education in Lebanon: Crossroads, Past Conflicts and Prospects for Peace. International Journal of Educational Development, 41, 200-207.
Warshauer, S., Weinstein, H. Murphy, K. & Longman, T. (2008). Teaching History after identity-based conflicts: the Rwanda experience. Comparative Education Review, 52(4), 663-690
Wineburg, S., Mosborg, S., Porat, D., & Duncan, A. (2007). Common belief and the cultural curriculum: An intergenerational study of historical consciousness. American Educational Research Journal, 44(1), 40–76.
Ahonen, S. (2014). Education in post-conflict societies. Historical Encounters: A journal of historical consciousness, historical cultures and history education, 1(1), 75-87.
Alvarado, G., Beltrán, D., Blanco, E., González, Y., & Ibagón, N. (2016). Otra escuela es posible: subjetividades políticas y retos en el post-acuerdo. Educación y Ciudad, 31, 185-193.
Apple, M. (1996). El conocimiento oficial. La educación democrática en una era conservadora. Barcelona: Paidós.
Arias, D. (2016). La memoria y la enseñanza de la violencia política desde estrategias audiovisuales. Revista Colombiana de Educación, 71, 253-278.
Arias, D. & Herrera, M. (2018). Currículo sobre la enseñanza del pasado reciente y violencia política en Colombia. Clío & Asociados, 27, 18-29.
Barton, K. & McCully, A. (2005). History, Identity and the School Curriculum in Northern Ireland: An Empirical Study of Secondary Students’ Ideas and Perspectives. Journal of Curriculum Studies, 37(1), 85–116.
Barton, K. & McCully, A. (2010). “You Can Form Your Own Point of View”: Internally Persuasive Discourse in Northern Ireland Students’ Encounters with History. Teachers College Record, 112(1), 142-81.
Baranovic, B., Jokic, B. ́& Doolan, K. (2007). Teaching history in a postwar social context: the case of the Croatian Danube region. Intercultural Education, 18(5), 455-471.
Bekerman, Z. & Zembylas, M. (2011). Teaching Contested Narratives: Identity, Memory and Reconciliation in Peace Education and Beyond. Cambridge, UK: Cambridge University Press.
Bekerman, Z. & Zembylas, M. (2016). Identity negotiations in conflict-ridden societies: historical and anthropological perspectives. Pedagogical Historica, 52(1-2), 201-218.
Bellino, M. (2014). Whose Past, Whose Present? Historical Memory among the ‘Postwar’ Generation in Guatemala. In J. Williams (Ed.). (Re) Constructing Memory: School Textbooks and the Imagination of the Nation, (pp. 131-53). Rotterdam: Sense Publishers.
Bellino, M. (2016). Learning through Silence in “Postwar” Guatemala. In D. Bentrovato, K. Korostelina, & M. Schulze. (eds.). History can bite. History Education in Divided and Postwar Societies (pp. 177-190). Göttingen: V&R unipress GmbH.
Bellino, M. & Williams, J. (eds.). (2017). (Re)Constructing Memory: Education, Identity, and Conflict (pp. 101-126). Netherlands: Sense Publishers.
Bentrovato, D. (2015). Narrating and teaching the nation: The politics of education in pre and post-genocide Rwanda. Göttingen: V&R Unipress.
Bentrovato, D. & Schulze, M. (2016). “Teaching about a Violent Past: Revisiting the Role of History Education in Conflict and Peace”. In D. Bentrovato, V. Korostelina & M. Schulze (eds.). History can bite. History Education in Divided and Postwar Societies. (pp. 15-30). Göttingen: V&R unipress GmbH.
Bentrovato, D., Korostelina, K. & Schulze, M. (eds.). (2016). History can bite. History Education in Divided and Postwar Societies. Göttingen: V&R unipress GmbH.
Bentrovato, D. (2017). History Textbook Writing in Post-conflict Societies: From Battlefield to Site and Means of Conflict Transformation. In C. Psaltis et al. (eds.), History Education and Conflict Transformation (pp. 37-76). Swittzerland: Palgrave Macmillan.
Berger, S. (2012). De-nationalizing history teaching and nationalizing it differently! Some reflections on how to defuse the negative potential of national(ist) history teaching. In M. Carretero, M. Asensio, & M. Rodriguez-Moneo (Eds.). History education and the construction of national identities (pp. 33–47). Charlotte: Information Age Publishing
Bilali, R. & Mahmoud, R. (2017). “Confronting History and Reconciliation: A Review of Civil Society’s Approaches to Transforming Conflict Narratives”. In C. Psaltis et al. (eds.), History Education and Conflict Transformation (pp. 77-96). Swittzerland: Palgrave Macmillan.
Borries, B. (2011). Coping with Burdening History. In H. Bjerg, C. Lenz & E. Thorstensen (eds.). Historicizing the uses of the past (pp.165-185). Bielefeld: Transcript - Verlag für Kommunikation, Kultur und soziale Praxis.
Buckley, S. (2009). Nation, Narration, Unification? The Politics of History Teaching After the Rwandan Genocide. Journal of Genocide Research, 11(1), 31–53.
Carretero, M. (2018). Imagining the Nation throughout School History Master Narratives. In M. Demantowsky (Ed). Public History and School. International Perspectives (pp. 97-108). Netherlands: De Gruyter.
Carretero, M. & Bermúdez, A. (2012). Constructing histories. In J. Valsiner (Ed.), The Oxford handbook of culture and psychology (pp. 625–646). Oxford: Oxford University Press.
Cole, E. (2007). Transitional Justice and the Reform of History Education. International Journal of Transitional Justice, 1, 115–37.
Cole, E. & Barsalou, J. (2006). Unite or Divide? The Challenges of Teaching History in Societies Emerging from Violent Conflict. Special Report 163, Washington, DC: Institute of Peace,
De Baets, A. (2015). Post-conflict history education moratoria: A balance. World Studies in Education, 16(1), 5–30.
Eastmond, M. & Selimovic, J. (2012). Silence as possibility in postwar every- day life. International Journal of Transitional Justice, 6(3), 502-524.
Epstein, T. & Peck, C. (2017). Teaching and learning difficult histories in international contexts. A critical sociocultural approach. New York: Routledge.
Eraso, R. (2016). Las comunidades de paz de Urabá desde la enseñanza de la historia reciente. Revista Colombiana de Educación, 71, 321-342.
Frayha, N. (2004). Developing Curriculum as a Means to Bridging National Divisions in Lebanon. In S. Tawil & A. Harley (Eds.). Education, Conflict and Social Cohesion (pp. 159–206). Geneva: UNESCO International Bureau for Education
Freedman, S., Weinstein, H., Murphy, K. & Longman, T. 2008. Teaching history after identity-based conflicts: The Rwanda experience. Comparative Education Review, 52(4), 665-690.
Gellman, M. (2015). Teaching silence in the schoolroom: whither national history in Sierra Leone and El Salvador?, Third World Quarterly, 36(1), 147-161.
Gellman, M. (2016). Only Looking Forward: The Absence of War History in Sierra Leone. In D. Bentrovato, K. Korostelina & M. Schulze (eds.). History can bite. History Education in Divided and Postwar Societies (pp. 141-155). Göttingen: V&R unipress GmbH.
Greene, A. (2017). Creating a nation without a past: Secondary-school curricula and the teaching of National History in Uganda. In M. Bellino & J. Williams (eds.). (Re)Constructing Memory: Education, Identity, and Conflict (pp. 101-126). Netherlands: Sense Publishers.
Ibagón, N. J. (2014). Los textos escolares y la enseñanza de la historia: elementos teóricos para entender su relación. Revista Hojas y Hablas, 11, 37-46.
Ibagón, N. (2019). Conciencia Histórica y textos escolares. Un análisis a partir de las concepciones sobre el periodo de “La Violencia” en Colombia. Revista Encuentros, 17(2), 46-56.
Ibagón, N. & Chisnes, L. (2019). Narrativas históricas sobre el conflicto armado colombiano y sus actores. Estudio a partir del análisis de textos escolares. Saber, Ciencia y Libertad, 14(2), 203-221.
Kello, K. & Wagner, W. (2017). History Teaching as ‘Propaganda’? Teachers’ Communication Styles in Post-Transition Societies. In C. Psaltis et al. (eds.), History Education and Conflict Transformation (pp. 201-230). Swittzerland: Palgrave Macmillan.
King, E. (2014). From Classrooms to Conflict in Rwanda. New York: Cambridge University Press.
King, E. (2017). What Framing Analysis Can Teach Us about History Textbook Peace, and Conflict: The Case of Rwanda. In M. Bellino & J. Williams (eds.). (Re)Constructing Memory: Education, Identity, and Conflict (pp. 23-48). Netherlands: Sense Publishers.
Kitson, A. (2007). History Teaching and Reconciliation in Northern Ireland. In E. A. Cole (Ed.). Teaching the Violent Past: History Education and Reconciliation. (pp.123–55). Lanham MD: Rowman & Littlefield.
Kokkinos, G. (2011). History Education in Relation to the controversial past and trauma. In L. Perikleous & D. Shemilt (Ed.). The future of the past: Why History Education Matters (pp. 34-67). Cyprus: AHDR/UNDP_ACT.
La Capra, D. (2001). Writing History, Writing Trauma. Baltimore: Johns Hopkins.
Lynn, C. (2015). History, Memory, and Peace Education: History´s hardest questions in the classroom. Peace & Change, 40(2), 167-193.
Magill, C. & Hamber, B. (2011). “If They Don’t Start Listening to Us, the Future Is Going to Look the Same as the Past”: Young People and Reconciliation in Northern Ireland and Bosnia and Herzegovina. Youth & Society, 43(2) 509-527.
Maric, D. (2016). The Homeland War in Croatian History Education: Between “Real Truth” and Innovative History Teaching. In D. Bentrovato, K. Korostelina, & M. Schulze (eds.). History can bite. History Education in Divided and Postwar Societies (pp. 85-107) Göttingen: V&R unipress GmbH.
McCully, A. (2012). History Teaching, Conflict and the Legacy of the Past. Education, Citizenship and Social Justice, 7(2), 145-59.
McCully, A. & Reilly, J. (2017). History Teaching to Promote Positive Community Relations in Northern Ireland: Tensions Between Pedagogy, Social Psychological Theory and Professional Practice in Two Recent Projects. In C. Psaltis et al. (eds.), History Education and Conflict Transformation (pp. 301-320). Swittzerland: Palgrave Macmillan.
Oglesby, E. 2007. Education Citizens in Postwar Guatemala: Historical Memory, Genocide and the Culture of Peace. Radical History Review, 97, 77-98.
Padilla, A. & Bermúdez, Á. (2016). Normalizar el conflicto y des-normalizarla violencia: retos y posibilidades de la enseñanza crítica de la historia del conflicto armado colombiano. Revista Colombiana de Educación, 71, 219-251.
Paulson, J. (2017). From truth to textbook: the Peruvian Truth and Ceconciliation Commission, educational resources, and the challenge of teaching about recent conflict. In M. Bellino & J. Williams (eds.). (Re)Constructing Memory: Education, Identity, and Conflict (pp. 291-312). Netherlands: Sense Publishers.
Paulson, J. (2015). “Whether and How?” History Education about Recent and Ongoing Conflict: A Review of Research. Journal on Education in Emergencies, 1(1), 115 - 141.
Paulson, J. (2010). “History and Hysteria”: Peru’s Truth and Reconciliation Commission and Conflict in the National Curriculum. International Journal for Education Law and Policy, [Special Issue], 132-46.
Pingel, F. (2011). Dealing with conflict new perspectives in International textbook revision. In: L. Perikleous & D. Shemilt (Ed.). The future of the past: Why History Education Matters (pp. 405-431). Cyprus: AHDR/UNDP_ACT
Psaltis, C., Franc, R., Smeekes, A., Ioannou, M. & Žeželj, I. (2017). Social Representations of the Past in Post-conflict Societies: Adherence to Official Historical Narratives and Distrust Through Heightened Threats. In C. Psaltis et al. (eds.), History Education and Conflict Transformation (97-121). Swittzerland: Palgrave Macmillan.
Ríos, S. (2017). Formación de la empatía a través del uso de la imagen artística. El caso de la víctimas de la violencia en Colombia. (Pensamiento), (Palabra) y Obra, 18, 52-63.
Savard, M. (2016). Using Education as a Political Tool to Advance Marginalization in Northern Uganda. D. Bentrovato, K. Korostelina & M. Schulze (eds.). History can bite. History Education in Divided and Postwar Societies (pp. 157-175). Göttingen: V&R unipress GmbH.
Skårås, M. (2018) Focused Ethnographic Research on Teaching and Learning in Conflict Zones: History Education in South Sudan. Forum for Development Studies, 45(2), 217-238.
Torsti, P. (2007). How to Deal with a Difficult Past? History Textbooks Supporting Enemy Images in Post-War Bosnia-Herzegovina. Journal of Curriculum Studies, 39(1), 77–96.
Torsti, P. (2009). Segregated education and texts: a challenge to peace in Bosnia and Herzegovina. International Journal on World Peace, 26(2). 65-82.
Uccelli, F., Agüero, J., Pease, M. & Portugal, T. (2017). Atravesar el silencio. Memorias sobre el conflicto armado interno y su tratamiento en la escuela. Lima: Instituto de Estudios Peruanos.
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