The politics and pedagogy of war remembrance

Drawing on analysis of learning materials, interviews and ethnographic observations of Scottish education, we analyse how projects aimed at teaching children to remember wars instil war-normalising logics through (a) substitution of self-reflective study of conflict with skill-based knowledge; (b) g...

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Bibliographic Details
Published inChildhood (Copenhagen, Denmark) Vol. 27; no. 4; pp. 498 - 513
Main Authors Danilova, Nataliya, Dolan, Emma
Format Journal Article
LanguageEnglish
Published London, England SAGE Publications 01.11.2020
Sage Publications Ltd
Subjects
Critical theory
Meaning
Nationalism
Pedagogy
Politics
Racial stereotypes
Remembrance
Stereotypes
Teaching
War
militarisation
remembrance
emotions
performance
gender
Education
war
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Summary:Drawing on analysis of learning materials, interviews and ethnographic observations of Scottish education, we analyse how projects aimed at teaching children to remember wars instil war-normalising logics through (a) substitution of self-reflective study of conflict with skill-based knowledge; (b) gendered and racial stereotyping via emphasis on soldier-centric (Scottish/British) nationalisms, localisation and depoliticisation of remembrance; (c) affective meaning-making and embodied performance of ‘Our War’. Utilising Ranciere-inspired critical pedagogy, we explore opportunities for critical engagement with the legacy of conflicts.
ISSN:0907-5682
1461-7013
DOI:10.1177/0907568220921226