Abstract
The work on memory pedagogies and recent history is increasingly gaining more visibility and relevance in peace education. An example of this work is the significant research and training experiences in Latin America, especially in universities, schools, victims’ organizations, and social movements for memories that have developed approaches to addressing historical memory-provoking debates, tensions, and problematizations about how these memories are addressed. It is important to highlight that, in Latin America, teaching about the recent past has become an area of research in which developments are linked to the educational contexts of each country, but all share a deep concern about the dialogical relationship between past and present.
Although this is a recent field of study, there are important advances that allow us a glimpse into the richness of this field within peace education. In this context, this chapter emphasizes the importance of relational and dialogical perspectives as essential foundations for the approach to memory pedagogies in peace education.
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Notes
- 1.
The concept of “Chair of Peace” is a pedagogical proposal for the cooperation of the educational institutions of countries for the establishment of a culture of peace based on a UNESCO initiative. In the case of Colombia, with more than 50 years of an armed conflict between the national army and different paramilitary, irregular or insurgent groups, in 2014, and as part of the negotiations between the government and one of these groups: the Revolutionary Armed Forces of Colombia (FARC), Decree 1038 of 2015 which regulates the Chair of Peace was born.
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Giovanni Aguilar, I. (2022). Peace Education and Memory Pedagogies: A Relational Perspective. In: Hermansen, M., Aslan, E., Erşan Akkılıç, E. (eds) Peace Education and Religion: Perspectives, Pedagogy, Policies. Wiener Beiträge zur Islamforschung. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-36984-2_14
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