|Author(s)||Karahassan, H., Zembylas, M.|
|Editor||A. Ross, Citizenship Education|
This paper builds on the premise that history textbooks use memory and forgetting as ‘technologies’ of nationalism to analyse and sort the discourses of nationalism in Greek Cypriot and Turkish Cypriot history textbooks, to find ways of disrupting these discourses and invoking a pedagogy of reconciliation and peace in both communities. Being raised in these communities we are concerned with the ideological practices used to perpetuate stereotypes of the Other within each community. Cypriot educators in both communities could invent pedagogical spaces in which former ‘enemies’ learn to engage in reconciliation and peace despite their past traumatic experiences. Anderson pointed out that selective memory and forgetting are essential elements of the historicity of a nation and its efforts to achieve homogeneity and continuity.