What is an appropriate educational response to controversial historical monuments?

Michael S. Merry*, Anders Schinkel

*Corresponding author for this work

Research output: Contribution to JournalArticleAcademicpeer-review


There are many things that can be done to educate young people about historical monuments in schools. At the same time, however, we argue that there is little warrant for optimism concerning the educational potential of classroom instruction given the institutional constraints under which school teachers must labour. For these reasons, we think it best to expand the scope of educational possibilities one is willing to consider.

Original languageEnglish
Pages (from-to)484-497
Number of pages14
JournalJournal of Philosophy of Education
Issue number3
Early online date12 May 2021
Publication statusPublished - Jun 2021

Bibliographical note

Special Issue on the Educational Value of Monuments.

Publisher Copyright:
© 2021 The Authors. Journal of Philosophy of Education published by John Wiley & Sons Ltd on behalf of Philosophy of Education Society of Great Britain Published by John Wiley & Sons Ltd, 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA.


  • alternative education
  • colonialism
  • controversy
  • epistemic diversity
  • history
  • Monuments, history


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