ABSTRACT
This chapter examines the signi cance and role of teaching history in societies in con ict and in postcon ict transition. It identi es the general contribution that history education might make to peace building and then applies this learning to the particularly problematic task of dealing with the recent past. It argues that history education should recognize its strengths and limitations. It must remain true to the principles of the discipline, but through “inquiry,” “caring,” and “relevance” it can help foster the knowledge, skills, and dispositions to provide the necessary foundation for young people to engage in informed, democratic, and critical debate in the citizenship classroom and beyond.
