From the mid-20th century, the teaching of history intertwines with peace-building, nation-building, and reconciliation efforts. The way we know the past can shape our shared future.

History textbooks, particularly in public school systems, define national pride events, collective victimhood, and historical relations of rivalry and hostility. These textbooks play a key role in constructing a collective identity.

Example: Think about how the American Revolution is taught in US schools - it's a symbol of national pride and freedom, whereas in British textbooks, it might be addressed as a historical loss.

History textbooks select, omit, rearrange, interpret, and simplify the past. When these are state-sanctioned, their specific narrative becomes authoritative for most.

Example: Imagine reading "Harry Potter" but only from Draco Malfoy's perspective. You'd get a very different story, right? That's how history can change based on who's telling it.

Minority or oppressed groups may see these accounts as biased and manipulative.

Textbooks have been at the center of controversies. They have the potential to promote peace but also perpetuate or provoke conflict.

Bilateral or multilateral textbook revision projects, especially in conflict and post-conflict contexts, are crucial for peace and friendship-building. These projects aim to break down prejudices and inspire mutual understanding.

Example: The end of apartheid in South Africa led to significant revisions in history textbooks to foster reconciliation.

The Franco-German history revision project (“Histoire-Geschichte”), aimed at eliminating historical hostility and promoting peaceful coexistence, is a noteworthy example.

The project, proposed by the French-German Youth Parliament in 2003 and launched in 2008, aimed to create a shared history for both French and German students.

These revision projects set a blueprint for similar efforts, shaping narratives to support peace.