Critical, multicultural education for remembering and reconciliation: A discussion of an interdisciplinary social science course for international students in Finland

In the autumn of 2004, an interdisciplinary social science course entitled 'Remembering, Forgetting and Forgiveness: Justice and Reconciliation from the National to the International' was offered to undergraduate students at the University of Tampere, Finland. The course had 49 students fr...

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Bibliographic Details
Published in:Compare 2005-12, Vol.35 (4), p.479-494
Main Author: Clarke, Kris
Format: Article
Language:English
Subjects:
Colleges & universities
Cooperative Learning
Educational Change
Finland
Finnish higher education
Finnland
Foreign Countries
Foreign students
Higher education
Hochschulwesen
Interdisciplinary Approach
Interdisziplinarität
Internationalisation
Internationalisierung
Kosovo
Kritische Pädagogik
Learning Processes
Lehrveranstaltung
Memory
Multicultural Education
Multikulturelle Erziehung
Reconciliation education
Science Curriculum
Social sciences
Sozialwissenschaften
Student Exchange Programs
Teaching Methods
Undergraduate Students
Universities
War
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Summary:In the autumn of 2004, an interdisciplinary social science course entitled 'Remembering, Forgetting and Forgiveness: Justice and Reconciliation from the National to the International' was offered to undergraduate students at the University of Tampere, Finland. The course had 49 students from 10 different countries on three continents. ... The objective of the course was to explore the role of social memory and justice in the process of reconciliation on many different levels. Learning activities aimed to initiate discussions on cross-cultural understandings of how to overcome violations and forgive or forget. ... This paper focuses on how a multicultural education was constructed through the pedagogy of the course, along with discussions with students who assessed their own learning process and perspectives. The theme of the course was judged by students to be very interesting and important, but the role of creative learning methods was viewed as equally significant. Exchange students, in particular, appeared willing to take greater risks in learning during their year abroad. The development of new approaches to learning could thus be an important element of internationalising efforts by universities. Finally, sensitive issues, such as contested collective social memory and complex reconciliation efforts, are best approached through cooperative learning methods that emphasise dialogue. (DIPF/Orig.).
ISSN:0305-7925
1469-3623
DOI:10.1080/03057920500331447