Disarming Hatred: History Education, National Memories, and Franco-German Reconciliation from World War I to the Cold War

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  • Author(s): Siegel, Mona; Harjes, Kirsten
  • Language:
    English
  • Source:
    History of Education Quarterly. Aug 2012 52(3):370-402.
  • Publication Date:
    2012
  • Document Type:
    Journal Articles
    Opinion Papers
  • Additional Information
    • Availability:
      Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: [email protected]; Web site: http://www.wiley.com/WileyCDA/
    • Peer Reviewed:
      Y
    • Source:
      33
    • Education Level:
      Secondary Education
    • Subject Terms:
      Textbooks; War; International Relations; Peace; Foreign Countries; Historians; History Instruction; Public Officials; Secondary Education; International Cooperation; Conflict Resolution; Nationalism
    • Subject Terms:
      France; Germany
    • Accession Number:
      10.1111/j.1748-5959.2012.00404.x
    • ISSN:
      0018-2680
    • Abstract:
      On May 4, 2006, French and German cultural ministers announced the publication of "Histoire/Geschichte", the world's first secondary school history textbook produced jointly by two countries. Authored by a team of French and German historians and published simultaneously in both languages, the book's release drew considerable public attention. French and German heads-of-state readily pointed to the joint history textbook as a shining example of the close and positive relations between their two countries, while their governments heralded the book for "symbolically sealing Franco-German reconciliation." Franco-German textbook reform provides one of the most successful historical models of cultural diplomacy and peace education worldwide; yet, among scholars and education reformers its history is little known and the reasons for its success are even less understood. Historians of education in both countries have highlighted instead the active role that educators historically played in reinforcing nationalist sentiment, whether attached to a republican political project, in the case of France, or an imperial or fascist one, in the case of Germany. In this article, the authors talk about history education, national memories, and Franco-German reconciliation from world war I to the cold war. They argue that the eventual fruits of Franco-German textbook reform were more a product of cultural negotiation than they were of objective historical examination, and they were predicated on historians' and teachers' tacit willingness to encourage both nations to "forget" some of the most contentious issues in their shared past. (Contains 143 footnotes.)
    • Abstract:
      ERIC
    • Publication Date:
      2012
    • Accession Number:
      EJ974023