SASHT Conference 2014 Rethinking Recent History Teaching: Some approaches and contributions from the Argentinian case Laura Efron Asian and African Studies, History Department, University of Buenos Aires, Argentina. Aims: To present the historical and educational features of the recent past and its high school teaching in the Argentinian case To share some class experiences and think about the achievements and difficulties teachers have when working on recent past with their students To promote discussions abput the link between past and present and the place that history has or should have in the promotion of critical thinking Why did I choose to share these experiences? 1941, Educational Journal, TLSA. Alie Fataar and Benjamin Kies critical ideas about history teaching in the Western Cape. "The History we Teach" and "The Nazi education system" Thinking links between the South Why comparing South Africa and Argentina? Geopolitical position in both continents European Colonial rule experiences Apartheid - Argentinian cycles of democratic and dictatorship regimes Coup d´etat 1976-1983 Key points in Argentinian recent history 1976 Militar Coup d´etat. State Terrorism: 1. political parties and unions banned 2. 30.000 "desaparecidos" 3. 300 concentration camps (not officially recognised) 4. 8.600 political prisioners 5. more than 20.000 exiles 6. 400 abducted babies. 1982: The Junta Militar was forced to open political negotiations after the Malvinas War defeat. Returning to democracy: Alfonsín's Period 1984-1989 Foundation of the National Comission of Dissappeared People (CONADEP) 1985: Conviction of the top members of the military goverment 1987: Parliament passed two impunities laws (Obediencia debida y Punto Final) First official memory: "The Two Evils Theory" Since 2001 until today 2003. Kircher new goverment changed Human Rights National Policy. New National narrative: "State Terrorism" instead of the "Two evils Theory" 2005. Supreme Court of Justice confirmed that the Impunity Laws were against the principles of the new constitution: re-opening of cases considered crimes against humanity March 24th was declared National Day for Memory, Truth and Justice Creation of Memory sites Educational Policies 2006. New National Education Act 26206: Makes a special remark in the teaching of recent Argentinian History and in the construction of memories in school spaces. New National Curriculum includes both aims. Conceptual background The past is not static, it is reinvented and revisited from the present time (Bloch) Past-Present as a concept with multiple implications for individuals and society in the thinking of the future (Kosselleck) Transitional times: special moment in which it is possible to dispute and reshape national identities The relationship between memory and history Tension between official memory and subaltern memories Tension between History as a cientific discipline and histories as the popular experiences and memories Can collective memory be plural and heterogeneous? How can teachers deal with the conflicts that teaching recent history brings into class? How can we deal with the students backgrounds and family memories? El programa "Jóvenes y Memoria, recordamos para el futuro" The "Youth and Memory, remembering for the future" programme Created in 2002 by the Memory Provincial Commission of Buenos Aires. General aim: teach Argentinian recent history and promote the consolidation of public memories Specific Aim: promote critical thinking among students about their past and present El programa "Jóvenes y Memoria, recordamos para el futuro" The "Youth and Memory, remembering for the future" programme The Programme: - One group between six and twenty students with a teacher. Week meetings - Bibliographical Research - Problem definiton. Local approach. Past-Present problematics. - Research - Exposing the results: film, play, music performance, mural, paintings, etc. - Special classes for teachers and students El programa "Jóvenes y Memoria, recordamos para el futuro" The "Youth and Memory, remembering for the future" programme Sharing the results: 1. Local exposition: Inviting the neighbours to school 2. Schools expositions: Students and teachers involved in the programme go for a weekend to a special camp where all the participants share their experiences and results Class Research as a tool to deal with recent past and memories in dispute Research opens questions instead of giving closed answers It allows students to get involved with the past and change their presents Invites students to understand how history as a cientific discipline works Promotes the inclusion of memories in the re-construction of the historical past Creates a wider and more complex view of the past, including different social actors and interests. Promotes the creation of multi-causal explanations Gives the students a special sense of responsability as future citizens