With the fate of humankind resting on their shoulders, the PATH team, along with the mortal Keepers and Guides around the world are sent on various quests. Each individual test will push them all to their limits as time slowly ticks down towards Armageddon and their destiny.

This book is open access under a CC BY 4.0 license. This volume discusses the effects, models and implications of history teaching in relation to conflict transformation and reconciliation from a social-psychological perspective. Bringing together a mix of established and young researchers and academics, from the fields of psychology, education, and history, the book provides an in-depth exploration of the role of historical narratives, history teaching, history textbooks and the work of civil society organizations in post-conflict societies undergoing reconciliation processes, and reflects on the state of the art at both the international and regional level. As well as dealing with the question of the ‘perpetrator-victim’ dynamic, the book also focuses on the particular context of transition in and out of cold war in Eastern Europe and the post-conflict settings of Northern Ireland, Israel and Palestine and Cyprus. It is also exploring the pedagogical classroom practices of history teaching and a critical comparison of various possible approaches taken in educational praxis. The book will make compelling reading for students and researchers of education, history, sociology, peace and conflict studies and psychology.

This book examines the historical context of African Americans' educational experiences, and it provides information that helps to assess the dominant discourse on education, which emphasises White middle-class cultural values and standardisation of students' outcomes. Curriculum violence is defined as the deliberate manipulation of academic programming in a manner that ignores or compromises the intellectual and psychological well being of learners. Related to this are the issues of assessment and the current focus on high-stakes standardised testing in schools, where most teachers are forced to teach for the test.

Winner, 2023 Charles Tilly Distinguished Contribution to Scholarship Book Award, Collective Behavior and Social Movements Section, American Sociological Association Honorable Mention, 2023 Peace, War, and Social Conflict Section Outstanding Book Award, Peace, War, and Social Conflict Section, American Sociological Association Many years after the fall of Franco’s regime, Spanish human rights activists have turned to new methods to keep the memory of state terror alive. By excavating mass graves, exhuming remains, and employing forensic analysis and DNA testing, they seek to provide direct evidence of repression and break through the silence about the dictatorship’s atrocities that persisted well into Spain’s transition to democracy. Nicole Iturriaga offers an ethnographic examination of how Spanish human rights activists use forensic methods to challenge dominant histories, reshape collective memory, and create new forms of transitional justice. She argues that by grounding their claims in science, activists can present themselves as credible and impartial, helping them intervene in fraught public disputes about the remembrance of the past. The perceived legitimacy and authenticity of scientific techniques allows their users to contest the state’s historical claims and offer new narratives of violence in pursuit of long-delayed justice. Iturriaga draws on interviews with technicians and forensics experts and provides a detailed case study of Spain’s best-known forensic human rights organization, the Association for the Recovery of Historical Memory. She also considers how the tools and tactics used in Spain can be adopted by human rights and civil society groups pursuing transitional justice in other parts of the world. An ethnographically rich account, Exhuming Violent Histories sheds new light on how science and technology intersect with human rights and collective memory.

Criticizes the way history is presented in current textbooks, and suggests a more accurate approach to teaching American history.

Completely revised and updated, a much-needed call to action for every parent, teacher, and citizen to help our children and stop the wave of killing and violence gripping America's youth Newtown, Aurora, Virginia Tech, Columbine. Thereis no bigger or more important issue in America than youth violence. Kids, some as young as ten years old, take up arms with the intention to murder. Why is this happening? Lt. Col. Dave Grossman and Gloria DeGaetano believe the root cause is the steady diet of violent entertainment kids see on TV, in movies, and in the video games they play—witnessing hundreds of violent images a day. Offering incontrovertible evidence based on recent scientific studies and research, they posit that this media is not just conditioning children to be violent and see killing as acceptable but teaching them the mechanics of killing as well. Stop Teaching Our Kids to Kill supplies the statistics, interprets the copious research that exists on the subject, and suggests the many ways to make a difference in your home, at school, in your community, in the courts, and in the larger world. In using this book, parents, educators, social-service workers, youth advocates, and anyone interested in the welfare of our children will have a solid foundation for effective action and prevention of future Columbines, Jonesboros, and Newtowns.