Header

UZH-Logo

Maintenance Infos

Enacting the contested past: conflict narratives in educational spaces


Laketa, Sunčana; Suleymanova, Dilyara (2017). Enacting the contested past: conflict narratives in educational spaces. Geographica Helvetica, 72(1):5-16.

Abstract

The article analyzes unfoldings and enactments of narratives on a politically divisive past in educational spaces of two multi-ethnic settings – the Republic of Tatarstan and Bosnia and Herzegovina. We explore how the contested past is represented within official school curricula and how it unfolds in concrete school settings. In each case we have a historic event that is a politically divisive and contentious issue. Though one of these historical events lies far back in history (1552) and the other is more recent (1992–1995), in both cases the contested past is being silenced in the official history curricula. The paper is guided by the following question: in what ways does a past that is muted within a history curriculum continue to speak and structure the relationships of the school present? In order to answer this question, we situate our work within the literature on ethnographers of education, as well as the relatively new but burgeoning field of inquiry on emotional geographies and anthropologies of education. Drawing on ethnographic fieldwork in these two settings, we argue that the narratives on the violent past form and divide national communities not only through divergent views and interpretations of the historic event by the groups involved but also through strong emotional attachments to these narratives. We conclude by calling for a sustained engagement with emotions in educational settings as sites of embodiment that work to negotiate and actively rework top-down educational narratives, especially when considering the processes of identity-building through school spaces.

Abstract

The article analyzes unfoldings and enactments of narratives on a politically divisive past in educational spaces of two multi-ethnic settings – the Republic of Tatarstan and Bosnia and Herzegovina. We explore how the contested past is represented within official school curricula and how it unfolds in concrete school settings. In each case we have a historic event that is a politically divisive and contentious issue. Though one of these historical events lies far back in history (1552) and the other is more recent (1992–1995), in both cases the contested past is being silenced in the official history curricula. The paper is guided by the following question: in what ways does a past that is muted within a history curriculum continue to speak and structure the relationships of the school present? In order to answer this question, we situate our work within the literature on ethnographers of education, as well as the relatively new but burgeoning field of inquiry on emotional geographies and anthropologies of education. Drawing on ethnographic fieldwork in these two settings, we argue that the narratives on the violent past form and divide national communities not only through divergent views and interpretations of the historic event by the groups involved but also through strong emotional attachments to these narratives. We conclude by calling for a sustained engagement with emotions in educational settings as sites of embodiment that work to negotiate and actively rework top-down educational narratives, especially when considering the processes of identity-building through school spaces.

Statistics

Altmetrics

Downloads

9 downloads since deposited on 20 Jan 2017
9 downloads since 12 months
Detailed statistics

Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:07 Faculty of Science > Institute of Geography
08 University Research Priority Programs > Asia and Europe
Dewey Decimal Classification:910 Geography & travel
Language:English
Date:2017
Deposited On:20 Jan 2017 10:00
Last Modified:31 Mar 2017 07:02
Publisher:Copernicus Publications
ISSN:0016-7312
Free access at:Publisher DOI. An embargo period may apply.
Publisher DOI:https://doi.org/10.5194/gh-72-5-2017

Download

Preview Icon on Download
Preview
Content: Published Version
Language: English
Filetype: PDF
Size: 160kB
View at publisher
Licence: Creative Commons: Attribution 3.0 Unported (CC BY 3.0)