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A comparative study of the construction of memory and identity: in the curriculum in societies emerging from conflict:Rwanda and,Used
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This study analyses South Africa and Rwanda?s emergence from a past of gross human rights abuses, focusing on the articulation between the politics of memory and identity and history education. A common struggle of societies emerging from violent conflict is that of reinventing or reimagining the ?nation?. Education policy in postconflict societies becomes an arena for asserting political visions for a new society the history curriculum the means through which new collective memories and identities are reflected and asserted. The legacy of trauma is critical to the analysis educational change. This book examines the experience of transitional trauma arising from identitybased conflict as the focus of curriculum analysis. It raises questions about appropriate postconflict curriculum and about the ways in which teacher identities formed during the conflict, filter curriculum knowledge. It contributes to the fields of education policy and curriculum studies in postconflict societies and should be useful not only to researchers in this field, but also to education policy makers, historians and history educators and to NGOs in the field of education in Africa and elsewhere.
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