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Formal history education in Lebanon: Crossroads of past conflicts and prospects for peace

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  • van Ommering, Erik

Abstract

By promoting inclusive identities among young generations and equipping them with critical attitudes and skills to untangle political claims, formal history education bears the potential to play a constructive role in processes of conflict transformation. Yet, as this ethnographic study of Lebanon shows, history education may as well act as weapon of war, sustaining hostilities and obstructing youth in pursuing a better future. Bringing together perspectives from students and teachers, curriculum designers and academics, as well as media and politicians, this paper highlights the intricate challenges and potential of peace-building through history education in societies affected by protracted conflict.

Suggested Citation

  • van Ommering, Erik, 2015. "Formal history education in Lebanon: Crossroads of past conflicts and prospects for peace," International Journal of Educational Development, Elsevier, vol. 41(C), pages 200-207.
    • Handle: RePEc:eee:injoed:v:41:y:2015:i:c:p:200-207
    DOI: 10.1016/j.ijedudev.2014.06.009
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    References listed on IDEAS

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    1. Diana Saltarelli & Kenneth D. Bush, 2000. "The Two Faces of Education in Ethnic Conflict: Towards a peacebuilding education for children," Papers innins00/7, Innocenti Insights.
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    Cited by:

    1. Skovdal, Morten & Campbell, Catherine, 2015. "Beyond education: What role can schools play in the support and protection of children in extreme settings?," International Journal of Educational Development, Elsevier, vol. 41(C), pages 175-183.

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