About the Authors

Leopold von Carlowitz

Leopold von Carlowitz presently works as Project Leader for the German Center for International Peace Operations (ZIF) organizing a Rule of Law-training programme for United Nations jurists and lawyers from developing countries. From 2006-2009, he worked for ZIF as Senior Researcher in a research project on local ownership in international peace operations with special focus on justice reform in Kosovo and in Liberia. During this time period, he also served as Programme Officer for the Irmgard Coninx Foundation focusing i.a. on the topics of civic education and memory politics. He published a variety of articles relating to post-conflict rule of law and reconciliation and completed his doctoral dissertation on the progressive development of international property human rights law for refugees and displaced persons.

Jennifer M. Dixon

Jennifer M. Dixon is a PhD Candidate in Political Science at the University of California, Berkeley and a Research Fellow in the International Security Program at the Harvard Kennedy School's Belfer Center. Her dissertation investigates how states' narratives about past atrocities are shaped and contested over time. She has a forthcoming article in South European Society and Politics.

Andrea Hajek

Andrea Hajek studied French, Comparative Studies and Italian at the University of Utrecht (Netherlands). At present, she is in the final year of her PhD at the Italian Department of the University of Warwick (UK). Her research deals with the public me mory of the student movement of 1977 in Bologna, and other topics of interest include youth cultures and visual memory studies. Until present, she has published a number of book reviews, and works as an editorial assistant for the Memory Studies Journal.

DilekLatif

Dilek Latif is senior lecturer in International Relations department at Near East University in northern part of Cyprus. Her particular scholarly interest lies in the area of peace studies, focusing on strategies toward establishing peace and reconciliation in divided societies. In 2005-8, as one of the local staff of the International Peace Research Institute of Oslo (PRIO) Cyprus Centre involved in a research project published as a PRIO Report 4/ 2007 "Prospects of Reconciliation, Co-existence and Forgiveness in Cyprus in the Post-Referendum Period". The follow up research was published asa PRIO Policy Brief "We can't Change the Past, but we can Change the Future" in November 2008. Her publications include "What Room for European Citizenship? Exploring Constructions of 'Europe' in Geography Curricula across the Divide in Cyprus", Philippou, S., Karahasan, H. and Latif, D„ CiCe Conference Papers 2008: 'Reflecting on Identities: Research, Practice, Innovation, Proceedings of the tenth Conference of the Children's Identity and Citizenship in Europe Thematic Network', Editors: Ross A. and Cunningham P., published by CiCe (London) 2008 and "Children as Social Researchers -A Resource Book for Teachers and Other Educators", edited by Spyros Spyrou, a publication of Center for the Study of Childhood and Adolescence, UNDP 2008.

Thomas Misco

Thomas Misco is an assistant professor of social studies education at Miami University in Oxford, Ohio, USA. His research efforts address controversial issues, moral education, and citizenship education, in both domestic and international contexts. His current projects include the impact of international experiences on teacher employ-ability, moral education and citizenship education in China, and the evolution of teacher philosophies as they leave universities and enter the profession. He recently conducted studies on Holocaust education as a controversial issue in Latvia and Romania and on moral education in Kyrgyzstan and Japan. Collectively, his current and future projects seek to understand significant educational problems and the multiple realities that inform them, so as to help students, teachers, and societies arrive at just resolutions and develop tolerant, active, and democratic citizens.

Julia Paulson

Julia Paulson is a doctoral student at the University of Oxford with research interests in post-conflict education and transitional justice. She is guest editor of two volumes of Research in Comparative and International Education and has worked as a consultant for UNICEF, UNESCO, INEE and ICTJ. Julia is co-editor of Oxford Transitional Justice Research Working Papers Series.

Ingo Richter

Ingo Richter is president of the Irmgard Coninx Foundation. He studied law at the universities of Göttingen, Munich, Hamburg and Paris, 1965 Doctorate in Law, Hamburg University, 1966 Docteur de l'Université de Paris, 1967-1979 Head of the department of law and administration at the Max-Planck-Institute for Educational Research Berlin,1975-1979 Professor of Law at the Free University of Berlin, 1979-1993 Professor of Public Law at the University of Hamburg. He taught at the universities of Bordeaux, Rostock, Hastings and Chicago. 1993-2002 Head of Deutsches Jugend Institut in Munich, Editor of Recht der Jugend und des Bildungswesens. Areas of research include: constitutional and administrative law, educational politics and law, social policy, labour law.

Sven Saaler

Sven Saaler is Associate Professor of Modern Japanese History at Sophia University in Tokyo. He was formerly Head of the Humanities Section of the German Institute for Japanese Studies (DIJ) and Associate Professor at The University of Tokyo. He has written a monograph on recent history debates in Japan (Politics, Memory and Public Opinion, 2005) and articles on the history textbook controversy, the Yasukuni question and the historical development and significance of Pan-Asianism. Together with J. Victor Koschmann, he has edited Pan-Asianism in Modern Japanese History (Rout-ledge, 2007) and with Wolfgang Schwentker The Power of Memory in Modern Japan (Global Oriental, 2008). He also is co-author of Impressions of an Imperial Envoy. Karl von Eisendecher in Meiji Japan (in German and Japanese, 2007).

Gail Weldon

Gail Weldon is a Senior Curriculum Planner for History at the Western Cape Department of Education in Cape Town, South Africa. She holds a PhD in Education Policy and Management Studies. She has been involved in national curriculum development processes in post-apartheid South Africa and her research interests centre on curriculum and teacher development in post-conflict societies.She was guest editor in 2009 for Perspectives in Education special issue, 'The Pedagogical transaction in post-conflict classrooms', which included a paper on Memory, identity and the politics of curriculum construction in transition societies: Rwanda and South Africa. Her most recent publication is A comparative study of the construction of memory and identity in post-conflict societies: Rwanda and South Africa, published by Lambert Academic Publishing in January 2010.

Elizabeth L. Young

Elizabeth L. Young is a doctoral student in Sociology at the University of Michigan, Ann Arbor. She researches nationalism, citizenship, and collective memory in the Middle East and North Africa. Elizabeth holds an M.A. in Sociology from the University of Michigan and a B. A. in Religion from Haverford College. She has published policy pieces on Hamas' participation as a political party in the 2006 elections, the Israeli-Palestinian economic relationship, and transnational issues in Yemen. Previously, she worked in Sanaa, Yemen and Washington, DC on electoral reform, civil society participation, and parliamentary strengthening programs throughout the Middle East and North Africa.

Contents

Introduction

(Ingo Richter)

Chapter 1: Writing the Past: An examination of history and national narratives in the Republic of Yemen's textbooks

(Elizabeth L. Young)

Chapter 2: Dilemmas of moving from the divided past to envisaged united future: Rewriting the history books in the North Cyprus

(Dilek Latif)

Chapter 3: Post-war reconciliation through joint textbook revision: The cases of franco-german and polish-german history books

(Leopold von Carlowitz)

Chapter 4: Politics, memory and historical conciousness in Japan

(Sven Saaler)

Chapter 5: Responding to the thin veneers of controversial issues: The promises and challenges of curriculum implementation in post-communist schools

(Thomas Misco)

Chapter 6: History education and democracy in post-apartheid South Africa

(Gail Weldon)

Chapter 7: Education and national narratives: Changing representations

of the Armenian genocide in history textbooks in Turkish

(Jennifer M. Dixon)

Chapter 8: Narrating the trauma of political violence: Strategies of forgetting in Italian history education

(Andrea Hajek)

Chapter 9: "History and hysteria": Peru's Truth and Reconciliation

Commission and conflict in the national curriculum

(Julia Paulson)