Abstract
Drawing on analysis of learning materials, interviews and ethnographic observations of Scottish education, we analyse how projects aimed at teaching children to remember wars instil war-normalising logics through (a) substitution of self-reflective study of conflict with skill-based knowledge; (b) gendered and racial stereotyping via emphasis on soldier-centric (Scottish/British) nationalisms, localisation and depoliticisation of remembrance; (c) affective meaning-making and embodied performance of ‘Our War’. Utilising Ranciere-inspired critical pedagogy, we explore opportunities for critical engagement with the legacy of conflicts.
| Original language | English |
|---|---|
| Pages (from-to) | 498-513 |
| Number of pages | 16 |
| Journal | Childhood |
| Volume | 27 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 1 Nov 2020 |
| Externally published | Yes |
Keywords
- Education
- emotions
- gender
- militarisation
- performance
- remembrance
- war