Please use this identifier to cite or link to this item:
https://doi.org/10.21256/zhaw-20091
Publication type: | Article in scientific journal |
Type of review: | Peer review (publication) |
Title: | Enacting the contested past : conflict narratives in educational spaces |
Authors: | Laketa, Suncana Müller-Suleymanova, Dilyara |
et. al: | No |
DOI: | 10.5194/gh-72-5-2017 10.21256/zhaw-20091 |
Published in: | Geographica Helvetica |
Volume(Issue): | 72 |
Issue: | 1 |
Page(s): | 5 |
Pages to: | 16 |
Issue Date: | 2017 |
Publisher / Ed. Institution: | Copernicus |
ISSN: | 0016-7312 2194-8798 |
Language: | English |
Subject (DDC): | 370: Education |
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 ethnographies 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. |
URI: | https://digitalcollection.zhaw.ch/handle/11475/20091 |
Fulltext version: | Published version |
License (according to publishing contract): | CC BY 3.0: Attribution 3.0 Unported |
Departement: | Social Work |
Organisational Unit: | Institute of Diversity and Social Integration (IVGT) |
Appears in collections: | Publikationen Soziale Arbeit |
Files in This Item:
File | Description | Size | Format | |
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2017_Laketa-Suleymanova_Enacting-the-contested-past_GH.pdf | 228.6 kB | Adobe PDF | View/Open |
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Laketa, S., & Müller-Suleymanova, D. (2017). Enacting the contested past : conflict narratives in educational spaces. Geographica Helvetica, 72(1), 5–16. https://doi.org/10.5194/gh-72-5-2017
Laketa, S. and Müller-Suleymanova, D. (2017) ‘Enacting the contested past : conflict narratives in educational spaces’, Geographica Helvetica, 72(1), pp. 5–16. Available at: https://doi.org/10.5194/gh-72-5-2017.
S. Laketa and D. Müller-Suleymanova, “Enacting the contested past : conflict narratives in educational spaces,” Geographica Helvetica, vol. 72, no. 1, pp. 5–16, 2017, doi: 10.5194/gh-72-5-2017.
LAKETA, Suncana und Dilyara MÜLLER-SULEYMANOVA, 2017. Enacting the contested past : conflict narratives in educational spaces. Geographica Helvetica. 2017. Bd. 72, Nr. 1, S. 5–16. DOI 10.5194/gh-72-5-2017
Laketa, Suncana, and Dilyara Müller-Suleymanova. 2017. “Enacting the Contested Past : Conflict Narratives in Educational Spaces.” Geographica Helvetica 72 (1): 5–16. https://doi.org/10.5194/gh-72-5-2017.
Laketa, Suncana, and Dilyara Müller-Suleymanova. “Enacting the Contested Past : Conflict Narratives in Educational Spaces.” Geographica Helvetica, vol. 72, no. 1, 2017, pp. 5–16, https://doi.org/10.5194/gh-72-5-2017.
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