Abstract
This article focuses on a novel concept that involves having young people make films about contested historical monuments and discussing them in classroom settings with their peers. This concept, called ‘Memory Walk’, builds on insights within intercultural education and theories on commemorative practices that point to the importance of addressing controversial issues and histories rather than ignoring them. We start by discussing the challenges of introducing controversial issues into classroom teaching. Then, we turn to how the creation of monuments and memorials is a reflection of power relations in society, focusing on the complex and difficult way the past is being dealt with in post-war Bosnia and Herzegovina. Finally, we describe how such insights can be translated into the concrete Memory Walk method.
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