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Cold War in the Classroom
International Perspectives on Textbooks and Memory Practices
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This book explores the effect that textbooks have on understanding the socially disputed period of the Cold War, and highlights how memory is negotiated alongside teacher narratives within classrooms around the world. History textbooks allow us not only to reconstruct hegemonic discourses, but offer insights into contestations over disputed issues of the past. The editors and contributors address the dual identity of history teachers: both as members of a state elite specialized in conveying patterns of giving meaning to the past, and as private individuals with their own personal memories. History classrooms are thus approached as social spaces, where members of different generations who have been exposed to different discourses negotiate the meaning of the past. This volume not only brings fresh dimensions to the field of Cold War studies; it also enriches the discipline of memory studies by shifting attention from the more settled memories of the two World Wars to the still much-disputed memory of the Cold War.
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