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עמוד:*77
* 77 - or society . Therefore, most initiatives for reforming history education towards post conflict approach are outsiders' enterprises . Thus, professional experts from Europe and North America invest money and knowledge on many history projects in the Balkan and former Yugoslavia states . Many Western European experts encourage reconciliation, tolerance and even pluralism through new history projects in many Eastern European countries which only in recent past experienced democratization . The same is true with countries outside Europe, in Asia and Africa . The outcome of these efforts is dubious . On one hand, these global experts contribute their knowledge and skills to promote a real reform in the history education . On the other hand, local officials found it hard to implement the new approaches in the society, and often yield to political pressure from other officials to stick to the old conflict - driven national narrative of history . In many cases, these efforts are perceived as paternalistic and failed altogether . 28 The next stage on the conflict spectrum is a non - violent conflict . It is not a movement from conflict to post - conflict, but rather a changing nature of the conflict . A violent conflict in the past that caused casualties and suffering to the fighting foes, turns into a non - violent conflict at the present . The fighting parts remained at odds, but restrained their hostility to a non - violent one . For various reasons, the past enemies turned into present reluctant neighboring countries . In other words, fellow citizens of belligerent collectives in a given country are still hating each other, but found ways to restrain their mutual loathing . In cases where the conflict turned into a non - violent stage like among Greek and Turks in Cyprus, Unionist and Republicans in Northern Ireland, or between countries such as India and Pakistan, or Turkey and Armenia, in order to promote reconciliation, history education should be practiced in a very cautious way . Better to start with bridging workshops on a non - contested past that eventually tuned violent and inflicted suffering on both sides . An empathic attempt to engage in a dialogue about the troubled past on a very personal level, aiming to encourage a processes of re - humanization between the two sides seems a necessary condition . Only afterwards, certain initiatives to rewrite the history of both parts can start . Thus, the Northern Ireland social and psychological projects of community trust building must pave the way for potentially new approaches toward history education . If the new post - conflict history education is Sirkka Ahonen, “History Education in Post - Conflict Societies”, Historical Encounters, 1 28 pp . 75 - 87 ; Lubov Fajfer, “Reconnecting History : The Joint History Project in the , ) 2014 ( Balkans”, in Korostelina and Lässig ( eds . ) , History Education and Post - Conflict Reconciliation , pp . 154 - 168 .
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אדמוני, אריאל
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