| This study examines how history teaching can support conflict reduction in deeply divided societies by investigating efforts to reform history teaching in Northern Ireland. Data is derived from seventy-six qualitative interviews, thirty-six of which were with policy makers, historians, and researchers, and forty of which were with post primary school history teachers representing a cross-section of schools in Northern Ireland.;The study highlights ways revised history teaching can intervene in a spiral where recitation of historical grievances hardens group difference, producing a conflict that creates more bitter memories. First, analysis of textbooks, examinations, etc., can be a way to measure and challenge leaders' manipulation of history to solidify their power. Secondly, revised history teaching can help promote a neutral civic culture. Thirdly, it can modify intense group identifications by introducing historical material emphasizing alternative identities. Fourthly, it can help to re-frame narratives so that the two communities can legitimate rather than negate each other.;Reformers in Northern Ireland have concentrated their efforts on building a civic culture, emphasizing inductive methodologies and critical debate in history classes. In addition, they have made the teaching of Irish history up to 1920 compulsory for all school children up to age fifteen as a means of granting Catholics greater inclusion in the Northern Ireland state. Interestingly, however, moves to make history of Northern Ireland required for all school children led to a compromise whereby teachers can choose between teaching Northern Ireland Since 1968 or Northern Ireland in World War Two. The two communities have thus sidestepped teaching a "common history," which demonstrates that a conflicted society is extremely resistant to a "common history" even in the best of conditions.;The research suggests, therefore, that rather than merely writing a "common history" people rebuilding a polity in the wake of protracted identity conflict must somehow acknowledge the narrative of each group in order to offer the groups sufficient sense of security. |
