The pedagogy of subversion in history education in conflict-ridden areas

The article proposes an approach that is based on the assumption that the fostering of the political-critical dimension in the study of history can develop an effective historical consciousness among young students of history that will strengthen their independent informed thinking, reflective skills, and the ability to show empathy. First, I would like to explain what I mean by the terms: ‘political-critical dimension’ and the term ‘effective historical consciousness,’ and their expansion in the context of history education. I will then present three reasons why it is so important to strengthen this dimension in the study of history. In the third part, I will propose and analyze four options and examples, most of them from the Israeli history curricula. I will argue that the optimal integration of which can build a bridge between curricular and historical thinking and bring young learners closer to the desired goal. The Israeli examples serve as reference point in advancing pedagogy of subversion in history education in conflict-ridden areas.