Abstract
The purpose of this chapter is to explore the potential of history teaching in formal and non-formal education spaces to facilitate conflict transformation processes, focusing in particular on the role of dangerous memories and reconciliation pedagogies . For this reason, we discuss openings and closures for the facilitation of conflict transformation in recent efforts for educational reform of history teaching in the Greek-Cypriot and Turkish-Cypriot educational systems in divided Cyprus. The chapter is divided into four parts. First, a discussion on memory, history and identity sets the theoretical ground for addressing how dangerous memories could facilitate conflict transformation. Second, a brief review of recent formal reform efforts on history teaching is provided in the Greek-Cypriot and Turkish-Cypriot educational systems to show the challenges of promoting dangerous memories. Third, the work of NGOs working with both Greek-Cypriot and Turkish-Cypriot teachers shows some openings for reconciliation pedagogies and dangerous memories. The chapter ends with a broader discussion of the role that could be played by reconciliation pedagogies to promote dangerous memories through both formal and non-formal education efforts.
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