Humanities Studios: Pedagogy, Psychology, Philosophy

Pedagogical approaches to working with collective memory in wartime

Shakhnoza Muminova, Serhii Asaturov
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Abstract

Current study was devoted to a critical rethinking of the role of education in the process of forming collective memory, especially in post-conflict and wartime societies. The relevance of the work was determined by the need to develop effective pedagogical approaches to teaching complex and traumatic historical experiences that had crucial importance for establishing lasting peace and developing civic consciousness. The aim of this study was to analyse the potential of education as a space for ethical reflection on collective historical experience and to develop pedagogical approaches to working with complex historical narratives. The work used comparative analysis methods to study international experience, as well as discourse analysis and thematic analysis of academic sources and memorialisation practices for a deeper understanding of the Ukrainian context. The research was based on an analysis of the actual pedagogical practices of Ukrainian teachers and lecturers in working with historical events. As a result of the research, the phenomenon of “chosen trauma” was analysed as a key component of collective memory that influences the formation of the identity of social groups in the context of a traumatic past. It summarised contemporary approaches to teaching about complex pasts and examined the international experience of Germany, Rwanda, South Africa, and Israel/Palestine in shaping historical memory. A detailed analysis of the Ukrainian context was presented, including the practice of teaching about the Holodomor, Babyn Yar, the Chernobyl disaster, the Volhynian tragedy, and Russia's current war against Ukraine, with a description of specific pedagogical tools and case studies demonstrating their impact on learners. Particular attention was paid to the concepts of “chosen glory” and “difficult heritage” as key elements in shaping narratives of pride and responsibility. Specific pedagogical recommendations were formulated for working with topics that evoke emotional resistance or silence, aimed at developing a culture of peace, critical thinking, and empathy. The results obtained were of practical value for the development of peace pedagogy and civic education, as well as for application in formal and informal educational environments, especially in Ukraine in the context of post-war restoration of the education system. They can serve as a basis for the development of curricula, methodological guides and training courses for educators, contributing to effective work with collective memory

Keywords

chosen trauma; chosen glory; difficult heritage; historical memory; peace education; identity; conflict of memories

Suggested citation
Muminova, Sh., & Asaturov, S. (2025). Pedagogical approaches to working with collective memory in wartime. Humanities Studios: Pedagogy, Psychology, Philosophy, 13(4), 9-20. https://doi.org/10.31548/hspedagog/4.2025.09
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