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עמוד:*78
* 78 imposed on such delicate situation, whereby the conflict, albeit non - violent, is still exist on various levels, the result may be counterproductive . 29 Finally, on the conflict spectrum there are cases of ongoing intractable conflicts, which occasionally turn into violent struggles . In these cases, the historical narratives of both fighting sides still function as an instrument to intensify the conflict by giving it historical justification and legitimacy . Often, the same events serve to portray the other - group in negative terms while emphasizing its age - old threatening "otherness" and its ever - lasting danger to the very existence of the in - group . In most cases, the victorious - victim characteristics of the rival parts seems essential to maintain such a hostile narrative of history educations . Certainly, politicians and state officials in an ongoing intractable conflict, adorn this narrative with sublime and elated national martyrs in order to anchor the conflict in patriotic gore leading to necessary but valuable and sublime sacrifice . A reconciled multi - narrative that would challenge epistemological, moral and political basis of a conflict - driven narrative, dooms ultimately to fail while the conflict is still ongoing . Therefore, many global experts of history education would refrain from any attempt to interfere in cases of an ongoing conflict . 30 The hostile sides would probably refuse any outside intervention, which aims to tamper heir one - dimensional, simplistic historical narrative . They would utterly object any inclination to recognize the other point of view through multi - perspectivity and critical thinking . However, precisely in these cases, a dual - narrative approach, which take into consideration many limits, can provide a starting point for a new attitude of history education, even in the midst of the conflict . Alan McCully and Fionnuala Waldron, “A Question of Identity ? Purpose, Policy and Practice 29 in the Teaching of History in Northern Ireland and the Republic of Ireland”, in Hilary Cooper and Jon Nichol ( eds . ) , Identity, Trauma, Sensitive and ControversialIssues in the Teaching of History ( Newcastle : Cambridge Scholars Publishing, 2015 ) , pp . 2 – 24 ; Luke Terra, “New Histories for a New State : A Study of History Textbook Content in Northern Ireland”, Journal of Curriculum Studies, 46, 2 ( 2013 ) , pp . 1 - 24 ; Dursun Dilek and Gülçin ( Yapici ) Dilek, “Does History Teaching Contribute to Showing Respect and Sympathy for Others : Debates on History Textbooks and Curriculum in Turkey”, in Nakou and Barca ( eds . ) , Contemporary Public Debates over History Education, pp . 203 - 220 ; Hay Eytan Cohen Yanarocak, “Turkish Staatsvolk vs . Kurdish Identity : Denial of the Kurds in Turkish School Textbooks”, The Journal of theMiddle East and Africa, 7, 4 ( 2016 ) , pp . 405 - 419 . Christer Jonsson and Karin Aggestam, “Diploacy and Conflict Resolution”, in Jacob 30 Bercovitch, Victor Kremenyuk, and Ira William Zartman, ( eds . ) , The SAGE Handbook of Conflict Resolution, ( London : Sage, 2009 ) , pp . 33 - 51 .
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אדמוני, אריאל
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