Euskal gatazka armatuaren historia hezkuntzako edukietan: azterketa diskurtsibo bat

Abstract

The didactic material Herenegun, created by the Basque Regional Government in 2018, is the first attempt to teach about the latest armed phase of the Basque conflict (1960-2018). In the middle of a disputed discursive context, schoolbooks receive an even greater relevance when creating narratives about the history of the conflict; this is accentuated by the fact that the addressees of these materials are already part of a generation that has no direct memories on the violent conflict. In this study, we analyse whether this school material complies with the principles of inclusive peacemaking as formulated by Johan Galtung. We conclude that they rather represent an idea of negative peace, and we propose to build on narratives with a de-polarising view instead.