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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… Click to show full 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.
Journal Title: Childhood
Year Published: 2020
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