The Politics and Pedagogy of War Remembrance

Nataliya Danilova*, Emma Dolan

*Corresponding author for this work

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Abstract

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 depoliticization 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.
Original languageEnglish
JournalChildhood
Publication statusAccepted/In press - 2 Apr 2020

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Keywords

  • education
  • war
  • militarisation
  • gender
  • emotions
  • performance
  • remembrance

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