Drawing on analysis of learning materials, interviews and ethnographic observations of Scottish education, we analyse how projects aimed at teaching children to remember wars instil war-normalising logics through (a) substitution of self-reflective study of conflict with skill-based knowledge; (b) gendered and racial stereotyping via emphasis on soldier-centric (Scottish/British) nationalisms, localisation and depoliticisation of remembrance; (c) affective meaning-making and embodied performance of ‘Our War’. Utilising Ranciere-inspired critical pedagogy, we explore opportunities for critical engagement with the legacy of conflicts.

中文翻译：

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战争纪念的政治学和教学法

借助对苏格兰教育的学习资料，访谈和人种学观察的分析，我们分析旨在教导孩子们记住战争的项目如何通过以下方式灌输战争规范化逻辑：（a）用基于技能的知识代替对冲突的自我反思研究；（b）通过强调以士兵为中心的（苏格兰/英国）民族主义，记忆的本地化和非政治化，实现性别和种族定型观念；（c）情感意义的表达和“我们的战争”的具体表现。利用朗西埃尔（Ranciere）启发式的批判教学法，我们探索了与冲突遗留进行批判性接触的机会。