The Algerian War in the French education system : a case study of the transmission of memory
This thesis examines memory and its transmission through a case study of the Algerian war of national independence in terminale history classes in France. It argues that while these classes may, in relative terms, be an important vector of ~memory~ for the young, in absolute terms very little information is transmitted. Indeed, as currently taught, the history of the Algerian war is increasingly partial, fragmentary and selective. This is clearly shown through a study of both written and oral sources, including particularly textbooks and extensive interviews with pupils, teachers and historians. Various theories of memory are referred to in order to explain this position, as are a number of practical considerations. It is argued that, at the national/collective level, the past still to a large extent determines the present desire to live together. History classes continue to play an important role in this process (despite significant changes in social formations). More specifically, the complex relationship between individual and collective constructions of the past is examined by discussing the experiences of both teachers and pupils. Particular attention is given here to the way in which a collective ~French~
McCormack, Jo
History
The Algerian War in the French education system : a case study of the transmission of memory. This thesis examines memory and its transmission through a case study of the Algerian war of national independence in terminale history classes in France. It argues that while these classes may, in relative terms, be an important vector of ~memory~ for the young, in absolute terms very little information is transmitted. Indeed, as currently taught, the history of the Algerian war is increasingly partial, fragmentary and selective. This is clearly shown through a study of both written and oral sources, including particularly textbooks and extensive interviews with pupils, teachers and historians. Various theories of memory are referred to in order to explain this position, as are a number of practical considerations. It is argued that, at the national/collective level, the past still to a large extent determines the present desire to live together. History classes continue to play an important role in this process (despite significant changes in social formations). More specifically, the complex relationship between individual and collective constructions of the past is examined by discussing the experiences of both teachers and pupils. Particular attention is given here to the way in which a collective ~French~
algerian_war french education_system case_study transmission memory examines memory transmission case_study algerian_war national independence history class france argues class may relative_term important vector memory young absolute term little_information transmit indeed currently teach history algerian_war increasingly partial fragmentary selective clearly_show study write oral_source include particularly textbooks extensive_interview pupil teacher historian various theory memory refer order_explain position number practical consideration argue national collective level past still large_extent determines present desire live together history class continue play_important_role process despite_significant change social_formation specifically complex_relationship individual_collective construction past examined discussing experience teacher_pupil particular_attention_give way collective french