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This volume includes 15 original contributions and draws upon different contexts, theories and methods to shed light on questions relevant to the general theme of history education in divided and post-conlict societies. The publication provides critical insights into approaches adopted by curricula, textbooks, and
teachers around the world when teaching about the past in the wake of civil war and mass violence,
discerning some of the key challenges and opportunities involved in such endeavors. This volume discusses ways in which history teaching has acted as a political tool that, at times, has been guilty of exacerbating inter-group conlict. It also highlights history teaching as an important component of reconciliation attempts, showcasing examples of curricular reform and textbook revision after conlict, and discussing how the contestations and dificulties surrounding such processes have been addressed in different post-conlict societies.