Reconciliation is at the centre of political debates in both Central Europe and in Canada. The current understanding of reconciliation is based primarily on the declarative statements of actors involved in it.
Dr. Wojtych proposes that the effectiveness of reconciliation commissions (such as the Canadian Truth and Reconciliation Commission or the Polish-German Textbook Commission) can be understood better by tracing changes to school history textbooks – institutionally-sanctioned texts that affect individuals’ views of the Other (and the Self). He, therefore explores how reconciliation commissions affect the portrayal of former adversaries (Poles and Germans, white Canadians and the Indigenous people) in school history textbooks in Germany, Poland, and Canada. An analysis of these case studies alongside one another revels unobvious transnational and transcontinental entanglements in the ways policymakers, educators, and activists approach (and sometimes weaponise) education for political purposes.
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Teaching Internationally
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