Teaching and learning the most recent history in divided societies emerging from conflict: A review of the literature through the lens of social justice

In recent years, a number of nation states have signed peace protocols and entered processes reconciliation. This has led to an increasing pool literature on history education in these divided diverse societies emerging from violent conflict. article provides review the latest developments this field which focuses often counterproductive objectives developing critical thinking skills students while simultaneously promoting patriotism vision nation. Through theoretical lens centering politics recognition, redistribution, representation, I analyze research that teaching learning how subject might facilitate social justice for all. Findings show affective dimension curriculum contexts promote single narratives past therefore cultivate identity model recognition encourages separatism intolerance.