Between Solidarity and Openness: Self-Censorship in Education

Abstract

The current chapter focuses on the mechanism of intentionally omitting any teachings-content, ideas, and perspectives-that are seen as contradictory to the national narrative. Specifically, we examine the process by which teachers opt to self-censor factual truths that contradict the themes of these narratives, particularly in societies involved in intractable conflict. This chapter presents self-censorship as an important concept for consideration in the study of education in societies undergoing conflict. The intentional and voluntary decision of individuals throughout the educational process to avoid teaching content that contradicts or questions national narratives promotes the maintenance of these narratives among generations of students. Thus, instead of offering opportunities for critical thinking and perspective taking that may lead to conflict resolution and reconciliation, education actually reinforces the ethos of conflict and contributes to its perpetuation. Finally, the implications of self-censorship in education, especially in societies undergoing intractable conflicts, are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved)