This paper draws upon data from two youth‐focused, ethnographically informed inquiries—one in Poland, the other in Guatemala—to describe how historical memory can conflict with both state historical narratives and with globalized approaches to democratic citizenship education. This analysis helps us to better understand the ways that, in post‐conflict societies, schools function as spaces in which overlapping claims of community, nation, and world frame the development of youth citizenship and belonging.

中文翻译：

---

挑战性的沉默：波兰和危地马拉的民主公民教育与历史记忆

本文利用来自两个以青年人志为基础的民族学问询的数据（一个在波兰，另一个在危地马拉）来描述历史记忆如何与国家历史叙述和全球化的民主公民教育方法相冲突。这种分析有助于我们更好地理解在冲突后社会中，学校作为社区，国家和世界相互重叠的主张构成青年公民和归属感发展的空间的方式。