Suchergebnisse

This article is an epistemological reflection on memory practices in the
construction, deconstruction, and reconstruction of collective memories of a
historical event involving collective violence and conflict in formal and informal
spaces of education. It focuses on the 1947 British India Partition of Punjab. The
article engages with multiple memory practices of Partition carried out through
personal narrative, interactions between Indian and Pakistani secondary school
pupils, history textbook contents, and their enactment in the classroom by teachers.
It sheds light on the complex dynamic between collective memory and history
education about events of violent conflict, and explores opportunities for and challenges
to intercepting hegemonic remembering of a violent past.

Are there alternatives to using violence between groups that have a history of collective mass violence between them? This is the underlying concern motivating the study: This concern is guided by my personal experience as a third generation Indian, growing up on stories of the 1947 India-Pakistan partition. The 1947 Partition was an event of collective mass violence between Hindus and Muslims. The two countries have since been "enemies." Despite the death and displacement of millions across the border, the event of partition, has been largely kept outside the public discourse. All that remains are personal stories of brutality about the "other" that have been told and retold in the families. This continues to feed cycle of hate and violence for the 'other' among the younger generation, on both sides.

Two years ago, a UNESCO-affiliated international network of organizations and universities (UNITWIN) was established to collaborate on research, innovative leadership, and education, focusing on concerns related to access to work and working conditions for the most vulnerable groups at a time of increasing economic and political instability and inequality. A year ago, Lesley University became the only university in the country to join this effort, along with 17 other universities and institutes in South America, Africa, and Europe. Through this project, Lesley faculty have attended international conferences and have been engaged in an international research project titled, Perceptions of Decent work and the Future Among Youth in Northern and Southern Countries. In addition, Lesley faculty participated in the drafting of the Manifesto for Inclusion – a document stating the commitments we would make in our respective institutions to ensure increased access and opportunity for those that have been historically excluded from education, good employment, and leadership positions. This panel presentation will briefly update attendees on the UNITWIN initiative and engage in lively discussion about the possibilities this project offers to Lesley University faculty, students, and administrators for research, education, and leadership. Together we will consider what Lesley University's unique contribution might be toward this effort and we will brainstorm ideas – big and small – for future steps.