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עמוד:*73
* 73 genuine apology, concrete reparations and deep regret . From a South Korean or Chinese perspective, a move of the sort is missing in the Japanese history curriculum and absent in most historical memorial sites . Some Japanese historians also criticize the officials of not being able to deal with these topics and hiding them form the younger generation . Uncomfortable with such an atmosphere of silence and repression of troubled past, group of Japanese, Chinese and South Korean historians decided to developed a trilateral project of writing a common history textbook which deals with difficult past in a truthful and professional way in order to promote reconciliation between the parties . After years of deliberations, they were able to complete the writing of series of textbooks . Needless to say, these books are only supplementary material and not part to any official curriculum . 20 Post - colonial history education in countries such as England, Canada, Australia, or New Zealand characterized by an acquiescent and yielding attitude toward indigenous people and native residents of places that suffered Western colonialism . . Yet, despite official policy to acknowledge past wrongdoing that open the way for a post - conflict perspective, the results seemed far from complete reconciliation . Some real or self - proclaimed representatives of the diminishing indigenous people claim that the apology in the historical narrative is not enough . On the other hand, certain groups among the white overwhelming majority of these countries claim that these regretful outlooks, promote unnecessary feeling of guilt among the young generation, and weakening national pride and patriotic feeling among the public at large . Hence, despite the common agenda of many officials to embark on a new sort of history education, which reinforced empathy and diverse perspectives within a post conflict framework, the move occasionally generates public discussions and disagreements . 21 Sun Joo Kang, “Postcolonial Discourses and Teaching National History : The History 20 Educators’ Attempts to Overcome Colonialism in the Republic of Korea”, in Mario Carretero, Stefan Berger and Maria Grever ( eds . ) , Palgrave Handbook of Research in Historical Culture and Education, 331 – 354 ; Alexander Bukh, "Japan's History Textbooks Debate : National Identity in Narratives of Victimhood and Victimization”, Asian Survey, 47, 5 ( 2007 ) , pp . 699 - 704 ; Zheng Wang, “Old Wounds, New Narratives : Joint History Textbook Writing and Peacebuilding in East Asia”, History & Memory, 21, 1 ( Spring / Summer 2009 ) , pp . 101 - 126 . Tony Taylor, “ Under Siege From Right and Left : A Tale of the Australian School History 21 Wars ,” in Guyver and Taylor ( eds . ) , History Wars and the Classroom : GlobalPerspectives, pp . Andrew Peterson, “Different Battlegrounds, Similar Concerns ? The ‘History Wars’ and ; 50 - 25 the Teaching of History in Australia and England”, Compare : A Journal of Comparativeand International Education, 46, 6 ( 2016 ) , pp . 861 - 881 ; Mark Sheehan, “’Little is Taught of Learned in Schools’ : Debates over the Place of History in the New Zealand School Currirulum”, in
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אדמוני, אריאל
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