Subtitle: From Battlefield to Site and Means of Conflict Transformation
This chapter examines history textbook work as one aspect, often marginalised, in the plethora of interventions designed to promote reconciliation in contexts of intergroup conflict. It takes stock of past and present experiences worldwide in order to map emerging trends in this field and to reflect upon the conciliatory value and limitations of current practices. Combining a narrative framework with the conflict transformation paradigm, the analysis questions the value of models that espouse narrative evasion or elision, or single-narrative approaches, instead arguing for the comparative value of multinarrative and multiperspective textbook designs. The chapter further highlights the transformative potential of communicative processes involved in collaborative textbook work that is geared towards the production of inclusive, multiperspective educational resources. A transformative model of post-conflict history textbook work is thus proposed, which, built around the concept of dialogical narrative transformation , is presented as a catalyst for positive intergroup engagement and dialogue that may be conducive to a redefinition of relationships. Ultimately, the chapter argues that, while history textbook writing often serves as a battlefield for opposing narratives and interests, it also offers significant opportunities as a site and means of conflict transformation.
