Angela Bermudez

University of Deusto, Bilbao, País Vasco, España · Centre for Applied Ethics

Bermudez argues that for history education to contribute to the advancement of historical justice, teachers must deconstruct historical narratives that normalize violence, and help students develop a critical understanding of the violent past. These tasks, she claims, require an unusual integration of disciplined historical inquiry and ethical refl...

Twenty years after the end of the violent break‐up of Yugoslavia, new generations of young people in Serbia are living with its legacies. Despite the socio‐psychological implications of violent conflict in post‐conflict societies being well established in the literature, there are still only a few studies which focus on young Serbians’ meaning‐maki...

Bermudez argues that for history education to contribute to the advancement of historical justice, teachers must deconstruct historical narratives that normalize violence, and help students develop a critical understanding of the violent past. These tasks, she claims, require an unusual integration of disciplined historical inquiry and ethical refl...

Dear friends and colleagues, There is a new exciting opportunity for Early Stage Researchers (ECR) to apply for a very good doctoral fellowship to conduct dissertation research in the context of one of the research projects that I lead at the University of Deusto. This project focuses on the role that museums can play in fostering a critical un...

This paper explores the ways in which memorial museums open opportunities for a critical understanding of violent pasts. We build off the concept of ‘popular uses of the past’ to discuss the importance of including ethical reflection in history education. Next, we present an original rendering of the ways in which violence is often normalized in sc...

Este artículo explora las formas en las que los museos memoriales crean oportunidades para la comprensión crítica de pasados violentos. Partimos del concepto de ‘usos populares del pasado’ para considerar la importancia de incluir la reflexión ética en la educación histórica. Posteriormente, ofrecemos una caracterización de cómo la violencia se nor...

This paper synthesizes the findings of an international study on the role of history education in fostering or hindering a critical understanding of political violence. The study conducted thematic and discursive analyses of history textbook narratives in Colombia, Spain, and the United States. Analysis focused on how textbook narratives represente...

The conquest of America (1492-1550) is a deeply contested topic that still generates controversy due to the violence it entailed and the magnitude of its consequences. This study analyzes how different narratives about the Spanish Conquest of America present in history education resources used in Spain and Colombia represent the violence intrinsic...

Este artículo incursiona en la relación entre la educación en derechos humanos y la ética en una perspectiva controversial. Es una orientación que se propone formar ciudadanos activos y participativos en una democracia pluralista. Se plantean tres principios éticos fundamentales que permiten enseñar los derechos humanos a través de la controversia:...

Adopting an ethical approach to education that focuses on the perspective of victims, this article analyses some of the difficulties of acknowledging the victims of political violence in the Basque Country. It conceptualises these difficulties as pathologies of recognition and argues that works of literary fiction have humanising and educational va...

This chapter builds on the concepts of historical culture and historical consciousness to examine the relationship between history education and civic education, particularly regarding the role of historical narratives in the construction of civic culture and identities understood in the framework of New Civics. New Civics has redefined civic educa...

How we think about civic participation has changed dramatically in the last decade. This affects research and it affects education, practice and policy. These changes derive in part from a changing perspective on democratic processes in stable industrialized societies, but in part also from taking seriously the conditions, forms of governance and f...

This article explores the contribution history teaching may make toward peace education processes in school, specifically by addressing the history of the Colombian Armed Conflict. We analyze narratives about the armed conflict which are present in three widely disseminated history school textbooks, as well as the ¡Basta Ya!, Colombia: Memories of...

In this paper we examine how the Abolition Movement?s approach to non-violent resistance has been silenced in four American history textbooks. Despite extensive research that reveals an extensive network of groups dedicated to the peaceful abolishment of slavery little of this historical record is included in the textbooks. Instead, a skewed repres...

The promotion of critical thinking is an important but elusive goal in history, social studies, and civic education. Teachers often struggle to translate general definitions of critical thinking into specific pedagogical tools to plan learning activities and to observe and interpret student work in these subjects. They also struggle to distinguish...

In this chapter we discuss how people in present societies construct historical narratives. This topic, related to the field of the teaching and learning of history, extends to the debates in the last decade about the "history wars" maintained in numerous societies. All these cases share a process of consumption and production of historical narrati...

Teaching material for the Hemispheric Course on the Evaluation of Policies and Programs on Education for Democratic Citizenship in the Americas

Developed for a the National Professional Development and Evaluation Project (NPDEP), a longitudinal outcome evaluation of the Facing History and Ourselves Program from 2005-2010

Developed for a the National Professional Development and Evaluation Project (NPDEP), a longitudinal outcome evaluation of the Facing History and Ourselves Program from 2005-2010

Memoria de investigación inédita en el marco del proyecto “Innovating with inlligence. Thinking dispositions in the moral domain”, Harvard University. Director: David Perkins, Proyecto Zero, Universidad de Harvard.

El desarrollo de las explicaciones históricas de los estudiantes: la relación entre sujeto, contexto y hecho

Officially distributed to all middle and high schools in Bogotá

Cambio cultural voluntario hacia la paz / Antanas Mockus / - Los imaginarios de ciudadanía en los medios de comunicación / Francisco Cajiao / - En busca de una cultura para la paz / Marco Raúl Mejía J. / - El desarrollo de las explicaciones históricas en niños, adolescentes y adultos / Rosario Jaramillo - Angela Bermúdez / - La formación para la co...

(Officially distributed to all rural elementary schools in Colombia)

Qualifying paper--Harvard Graduate School of Education, 2005. Includes bibliographical references: leaves 109-114.