Engaging with Historical Traumas
Experiential Learning and Pedagogies of Resilience
Herausgeber: Mo&; Meretoja, Hanna; Duijzings, Ger
Engaging with Historical Traumas
Experiential Learning and Pedagogies of Resilience
Herausgeber: Mo&; Meretoja, Hanna; Duijzings, Ger
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This book provides case-studies of how teachers and practitioners have attempted to develop more effective 'experiential learning' strategies in order to better equip students for their voluntary engagements in communities, working for sustainable peace and a tolerant society free of discrimination.
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This book provides case-studies of how teachers and practitioners have attempted to develop more effective 'experiential learning' strategies in order to better equip students for their voluntary engagements in communities, working for sustainable peace and a tolerant society free of discrimination.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis Ltd (Sales)
- Seitenzahl: 292
- Erscheinungstermin: 13. Juli 2021
- Englisch
- Abmessung: 234mm x 156mm x 18mm
- Gewicht: 590g
- ISBN-13: 9780367496159
- ISBN-10: 0367496151
- Artikelnr.: 69984678
- Verlag: Taylor & Francis Ltd (Sales)
- Seitenzahl: 292
- Erscheinungstermin: 13. Juli 2021
- Englisch
- Abmessung: 234mm x 156mm x 18mm
- Gewicht: 590g
- ISBN-13: 9780367496159
- ISBN-10: 0367496151
- Artikelnr.: 69984678
Nena Močnik is a researcher at CY Cergy Paris Université, France. She is the author of "Sexuality after War Rape: From Embodied to Narrative Research" and "Trauma Transmission and Sexual Violence: Peacebuilding and Reconciliation in Post-Conflict Societies." Ger Duijzings is Professor of Social Anthropology (with focus on southeastern and eastern Europe) at Universität Regensburg, Germany. He has published extensively on the conflicts in the former Yugoslavia, and was a researcher and expert witness at the International Criminal Tribunal for the former Yugoslavia (ICTY). Hanna Meretoja is Professor of Comparative Literature and Director of SELMA: Centre for the Study of Storytelling, Experientiality and Memory at the University of Turku, Finland. She has authored The Ethics of Storytelling (2018) and co-edited (with Colin Davis) The Routledge Companion to Literature and Trauma (2020). Bonface Njeresa Beti is an African multidisciplinary practitioner. He has co-published book chapters and journal articles. He is a committee member of NADTA and board member of Pedagogy and Theatre of the Oppressed. He has an MA degree in Peace and Conflict Studies from the University of Manitoba in Canada and has been admitted to the European Graduate School to pursue his PHD.
Introduction Part 1: Creative Engagements with 'Ghosts from the Past' in
Traditional Classroom Contexts 1. Why would you use a Fascist Greeting to
Celebrate a Football Victory? Discussing Historical Revisionism and
Genocide Memory with Danish High School Teenagers 2. Breaking the
Nationalistic Master-Narrative: The Case of Teaching History in
Contemporary Croatia 3. Fictional Family Tree: Storytelling and Short Film
Project 4. From Traditional to the Moving Classroom: Empathy as a Key
Component of the Classroom Teaching Part 2: Places of Pain as Sites of
Critical Knowledge Production 5. The Last Ones: Serbian and Russian
Prisoners on the Alpine Front 6. #Never Forget: Teaching Trauma Experience
at Historical Places 7. Exploring the 1991 Battle of Vukovar through
experiential learning 8. Speak Your Mind but Mind Your Speech Part 3: Using
Artistic Strategies to Respond, Reflect, and Overcome 9. Atomic Poetry and
Active Learning: From Japan to Newfoundland 10. "Through the Refugee's
Eyes': Experiences with the Experiential and Interactive Theatre Show 11.
The Gestalt of Historical Research, Art, and Education: The Circus Theme
and Performing Arts in Remembering the Tyranny of the National Socialist
Regime Part 4: Healing and Embodied Strategies of Learning 12. Utilising
the Breath as an Experiential Tool to Teach, Learn and Manage Trauma 13.
Art Therapy and Integral Education with Traumatized Youths in Bosnia and
Herzegovina 14. Poetry Against Trump: Shared Experience and Creative
Resistance Part 5: Playing (with) the Past, Rehearsing (for) the Future
15. Performative Experiential Learning Strategies: Reenacting the
Historical, Enacting the Everyday 16. Escaping the Thucydides Trap in IR
class 17. Designing Videogames for Teaching about Transmission of
Historical Traumas: A Case Study of Memory Gliders 18. In Memory of Memory
Gliders: Preservation of EU-Funded Serious Games as Digital Heritage
Traditional Classroom Contexts 1. Why would you use a Fascist Greeting to
Celebrate a Football Victory? Discussing Historical Revisionism and
Genocide Memory with Danish High School Teenagers 2. Breaking the
Nationalistic Master-Narrative: The Case of Teaching History in
Contemporary Croatia 3. Fictional Family Tree: Storytelling and Short Film
Project 4. From Traditional to the Moving Classroom: Empathy as a Key
Component of the Classroom Teaching Part 2: Places of Pain as Sites of
Critical Knowledge Production 5. The Last Ones: Serbian and Russian
Prisoners on the Alpine Front 6. #Never Forget: Teaching Trauma Experience
at Historical Places 7. Exploring the 1991 Battle of Vukovar through
experiential learning 8. Speak Your Mind but Mind Your Speech Part 3: Using
Artistic Strategies to Respond, Reflect, and Overcome 9. Atomic Poetry and
Active Learning: From Japan to Newfoundland 10. "Through the Refugee's
Eyes': Experiences with the Experiential and Interactive Theatre Show 11.
The Gestalt of Historical Research, Art, and Education: The Circus Theme
and Performing Arts in Remembering the Tyranny of the National Socialist
Regime Part 4: Healing and Embodied Strategies of Learning 12. Utilising
the Breath as an Experiential Tool to Teach, Learn and Manage Trauma 13.
Art Therapy and Integral Education with Traumatized Youths in Bosnia and
Herzegovina 14. Poetry Against Trump: Shared Experience and Creative
Resistance Part 5: Playing (with) the Past, Rehearsing (for) the Future
15. Performative Experiential Learning Strategies: Reenacting the
Historical, Enacting the Everyday 16. Escaping the Thucydides Trap in IR
class 17. Designing Videogames for Teaching about Transmission of
Historical Traumas: A Case Study of Memory Gliders 18. In Memory of Memory
Gliders: Preservation of EU-Funded Serious Games as Digital Heritage
Introduction Part 1: Creative Engagements with 'Ghosts from the Past' in
Traditional Classroom Contexts 1. Why would you use a Fascist Greeting to
Celebrate a Football Victory? Discussing Historical Revisionism and
Genocide Memory with Danish High School Teenagers 2. Breaking the
Nationalistic Master-Narrative: The Case of Teaching History in
Contemporary Croatia 3. Fictional Family Tree: Storytelling and Short Film
Project 4. From Traditional to the Moving Classroom: Empathy as a Key
Component of the Classroom Teaching Part 2: Places of Pain as Sites of
Critical Knowledge Production 5. The Last Ones: Serbian and Russian
Prisoners on the Alpine Front 6. #Never Forget: Teaching Trauma Experience
at Historical Places 7. Exploring the 1991 Battle of Vukovar through
experiential learning 8. Speak Your Mind but Mind Your Speech Part 3: Using
Artistic Strategies to Respond, Reflect, and Overcome 9. Atomic Poetry and
Active Learning: From Japan to Newfoundland 10. "Through the Refugee's
Eyes': Experiences with the Experiential and Interactive Theatre Show 11.
The Gestalt of Historical Research, Art, and Education: The Circus Theme
and Performing Arts in Remembering the Tyranny of the National Socialist
Regime Part 4: Healing and Embodied Strategies of Learning 12. Utilising
the Breath as an Experiential Tool to Teach, Learn and Manage Trauma 13.
Art Therapy and Integral Education with Traumatized Youths in Bosnia and
Herzegovina 14. Poetry Against Trump: Shared Experience and Creative
Resistance Part 5: Playing (with) the Past, Rehearsing (for) the Future
15. Performative Experiential Learning Strategies: Reenacting the
Historical, Enacting the Everyday 16. Escaping the Thucydides Trap in IR
class 17. Designing Videogames for Teaching about Transmission of
Historical Traumas: A Case Study of Memory Gliders 18. In Memory of Memory
Gliders: Preservation of EU-Funded Serious Games as Digital Heritage
Traditional Classroom Contexts 1. Why would you use a Fascist Greeting to
Celebrate a Football Victory? Discussing Historical Revisionism and
Genocide Memory with Danish High School Teenagers 2. Breaking the
Nationalistic Master-Narrative: The Case of Teaching History in
Contemporary Croatia 3. Fictional Family Tree: Storytelling and Short Film
Project 4. From Traditional to the Moving Classroom: Empathy as a Key
Component of the Classroom Teaching Part 2: Places of Pain as Sites of
Critical Knowledge Production 5. The Last Ones: Serbian and Russian
Prisoners on the Alpine Front 6. #Never Forget: Teaching Trauma Experience
at Historical Places 7. Exploring the 1991 Battle of Vukovar through
experiential learning 8. Speak Your Mind but Mind Your Speech Part 3: Using
Artistic Strategies to Respond, Reflect, and Overcome 9. Atomic Poetry and
Active Learning: From Japan to Newfoundland 10. "Through the Refugee's
Eyes': Experiences with the Experiential and Interactive Theatre Show 11.
The Gestalt of Historical Research, Art, and Education: The Circus Theme
and Performing Arts in Remembering the Tyranny of the National Socialist
Regime Part 4: Healing and Embodied Strategies of Learning 12. Utilising
the Breath as an Experiential Tool to Teach, Learn and Manage Trauma 13.
Art Therapy and Integral Education with Traumatized Youths in Bosnia and
Herzegovina 14. Poetry Against Trump: Shared Experience and Creative
Resistance Part 5: Playing (with) the Past, Rehearsing (for) the Future
15. Performative Experiential Learning Strategies: Reenacting the
Historical, Enacting the Everyday 16. Escaping the Thucydides Trap in IR
class 17. Designing Videogames for Teaching about Transmission of
Historical Traumas: A Case Study of Memory Gliders 18. In Memory of Memory
Gliders: Preservation of EU-Funded Serious Games as Digital Heritage