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 depoliticization 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 |
| Early online date | 7 Jun 2020 |
| DOIs | |
| Publication status | Published - 1 Nov 2020 |
Bibliographical note
AcknowledgementsThis work was supported by the Carnegie Trust grant for the Universities in Scotland, 2017–2018, RG13890/70560 resulting from the research project, ‘War Commemoration, Military Culture and Identity Politics in Scotland’. We would like to thank colleagues from the University of Aberdeen for constructive feedback on the drafts of this paper (10/01/2019 and 13/03/2019).
Funding
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Funding received from the Carnegie Trust for the Universities in Scotland, 2017–2018 (RG13890/70560) for the research project, ‘War Commemoration, Military Culture and Identity Politics in Scotland’.
Keywords
- education
- war
- militarisation
- gender
- emotions
- performance
- remembrance
- Education
- STATE
- MILITARIZATION
- IDENTITY
- CITIZENSHIP
- EVERYDAY GEOPOLITICS
- DISCOURSE
- GENDER
- HISTORY
Access to Document
- Danilova_etal_Childhood_Politics_pedagogy_VOR
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