By K. Korostelina
With the intention to verify how heritage schooling could be harnessed to minimize clash attitudes and intentions and create a tradition of peace, this e-book examines how historical past curricula and textbooks form the identities in their scholars via their portrayals of ingroup and outgroup id, intergroup barriers, and price structures.
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Additional info for History Education in the Formation of Social Identity: Toward a Culture of Peace
The role of identity forms will be discussed further in chapter 2. 164 I posit that social identities where the group’s overall meaning is based on ideology and relations with an outgroup impede the formation of a culture of peace while social identities whose meaning is based on history and focuses on an ingroup’s features contribute to the establishment of peace culture in the society. The role of these identity modes will be further discussed in chapter 3. The second level, justification of intergroup relations and social hierarchies, is analyzed through the concepts of social boundaries and collective axiology.
131 The studies show that both realistic132 and symbolic133 threats can serve as a mediator in the relationship between prejudice and discrimination. 134 Competition between groups for resources strengthens the outgroup threat, especially in situations when the conflicting groups have more to gain from succeeding. It has also been suggested that the outgroup threat leads to more hostility among ingroup members toward the outgroup, which helps justify the conflict and the unfavorable treatment of outgroup members.
For example, a young university professor can start playing different roles as a teacher, a mentor of students, a collaborative researcher, a grant writer, and a presenter at conferences. These roles define her 30 History Educ ation a nd Soci a l Identit y as a young academic, shaping her perceptions of the profession and the society. The specific standards of conduct, specific criteria for the assessment of others such as students, professors, institutions, specific criteria for the assessment of success, and effectiveness of activities provided by these roles are internalized by the young researcher, shaping her social perceptions.