Teaching and Learning Difficult Histories in International Contexts A Critical Sociocultural Approach

Introduction: Terrie Epstein and Carla L. Peck -- Re-presentations of difficult histories -- Sustainable history lessons for post-conflict society / Sirkka Ahonen -- Teaching the war: reflections on popular uses of difficult heritage / Maria Grever -- "Argue the contrary for the purpose of getting a PhD": revisionist historians, the Singapore government and the Operation Coldstore controversy / LOH Kah Seng -- The state and the evolving of teaching about apartheid in school history in South Africa, circa 1994-2016 / Johan Wasserman -- Commentary: Peter Seixas -- Teaching and learning indigenous histories -- Teaching and learning difficult histories: Australia / Anna Clark -- Pedagogies of forgetting: colonial encounters and nationhood at New Zealand's National Museum / Joanna Kidman -- "People are still grieving": Maori and non-Maori adolescent's perceptions of the Treaty of Waitangi / Mark Sheehan, Terrie Epstein, Michael Harcourt -- "That's not my history": the reconceptualization of Canadian history education in Nova Scotia schools / Jennifer Tinkham -- Commentary: Sirkka Ahonen -- Teachers and teaching difficult histories -- "On whose side are you?": difficult histories in the Israeli context / Tsafrir Goldberg -- Teaching history and educating for citizenship: allies or "uneasy bedfellows" in a post-conflict context? / Alan McCully -- Teacher understandings of political violence represented in national histories: the Trail of Tears narrative / Alan Stoskopf and Angela Bermudez -- Teacher resistance towards difficult histories: the centrality of affect in disrupting teacher learning / Michalinos Zembylas -- Commentary: Maria Grever -- History and identity -- Physical and symbolic violence imposed: the difficult histories of lesbian, gay, and trans-people / J.B. Mayo, Jr -- Learning the "burdening history": challenges for history education in Brazil / Maria Auxiliadora Schmidt -- Intersections of students' ethnic identifications and understandings of history / Carla L. Peck -- Commentary: Terrie Epstein