Fostering mutual understanding through multiperspectivity: insights from 14 cross-border history education initiatives in post-conflict societies

In (post)-conflict contexts, the development of cross-border history education resources from multiple perspectives has been proposed as a way of working that can contribute to reconciliation. However, developing and implementing such a resource is challenging in contexts of recent conflict when perspectives on the past are so divided between countries. In this paper, we aim to better understand what hinders and what helps multinational teams in collaboratively developing cross-border history textbooks and resources. To answer this question, we interviewed 14 authors and editors of cross-border history resource initiatives from different parts of the world. As a result, we distinguish four levels of the context that makes each project unique: the political context, the collaboration process, the content of the resource, and the implementation of the final product. Though conditions differ across projects, the importance of support and collaboration, and the difficulty of sensitive topics and implementation in practice were common themes across projects. We provide advice for future projects and suggestions for future research on these cutting-edge projects.