Fadlallah, Hanan;
Janmaat, Jan Germen;
(2023)
History education and the construction of identities in divided societies: the case of Lebanon.
National Identities
pp. 1-21.
10.1080/14608944.2023.2282479.
(In press).
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Abstract
A major concern in religiously divided societies, is identity formation, as the different communities in such societies aim to pass their religion and culture on to the next generation. Research looking at the socialization function of education shows that history education plays a significant role in identity formation. For instance, [Korostelina, K. V. (2013). History Education in the Formation of Social Identity: Toward a Culture of Peace. Palgrave Macmillan] identifies three conceptions of national identity, an ethnic, a multicultural, and a civic one, and argues that these can be shaped through history education. Linking this back to divided societies, existing research shows that communities generally promote an ethnic or a civic identity through history education, but not a multicultural one. Lebanon is an example of a religiously divided society where the school system, which is mainly composed of private schools, is divided along sectarian lines. We draw on Korostelina’s model to develop our own analytic framework, which we subsequently use to analyze history textbooks used in different Lebanese religious schools. We find that these textbooks generally promote sectarian identities corresponding to the three main religious communities, despite recent attempts to promote a civic identity in some Christian and Sunni private schools.
| Type: | Article |
|---|---|
| Title: | History education and the construction of identities in divided societies: the case of Lebanon |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/14608944.2023.2282479 |
| Publisher version: | https://doi.org/10.1080/14608944.2023.2282479 |
| Language: | English |
| Additional information: | Copyright © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. |
| Keywords: | Divided societies; sectarian conflict; Lebanon; history textbooks; national identity |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10182175 |
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