About the Editor and Contributors

Roland Bleiker is Reader in Peace Studies and Political Theory at the University of Queensland in Australia. From 1986 to 1988 he was Chief of Office of the Swiss Delegation to the Neutral Nations Supervisory Commission in Panmunjom. He has since frequently returned to Korea, including as visiting fellow to Yonsei University and for a year as visiting professor to Pusan National University. He is the author of Divided Korea: Toward a Culture of Reconciliation (2005); Popular Dissent, Human Agency and Global Politics (2000); and numerous journal articles on Asian politics, political theory, social movements, aesthetics, and international relations.

Audrey R. Chapman is the first holder of the Healey Memorial Chair in the Medical Humanities and Bioethics and Professor of Community Medicine at the University of Connecticut Health Center. From 1991 to 2006, she was the director of the Science and Human Rights Program of the American Association for the Advancement of Science, where, among other projects, she directed a program examining the impact of the South African Truth and Reconciliation Commission. She is the editor, with Bernard Spong, of Religion and Reconciliation in South Africa: Voices of Religious Leaders (2003) and coauthor of the forthcoming Truth and Reconciliation in South Africa: Did the TRC Deliver?

Penney Clark is an associate professor in the Department of Curriculum Studies, University of British Columbia, Canada. Her publications include contributions to the Canadian Journal of Education, the American Journal of Education, the McGill Journal of Education, Canadian Social Studies, and The History of the Book in Canada, volumes 2 and 3. She is coeditor of the Canadian Anthology of Social Studies: Issues and Strategies for Teachers.

Elizabeth A. Cole is currently assistant director, TeachAsia, in the Education Division of Asia Society in New York City. She was senior program officer at the Carnegie Council for Ethics in International Affairs from 2000 to 2005. She is the author of "Transitional Justice and the Reform of History Education," in The International Journal of Transitional Justice (2007); coauthor, with Judy Barsalou, of Unite or Divide? The Challenges of Teaching History in Societies Emerging from Violent Conflict, Special Report #163 (2006); coeditor, with Peter Danchin, of Protecting the Human Rights of Religious Minorities in Eastern Europe (2002); and coeditor, with Elazar Barkan and Kai Struve, History and Memory: Relations Between Jews and Non-Jews in the Soviet-Occupied Territories of Poland, September 1939-July 1941 (forthcoming, 2007).

Julian Dierkes is an assistant professor and the Keidanren Chair in Japanese Research at the Institute of Asian Research of the University of British Columbia, where he also is the associate director of the Centre for Japanese Research. He has examined portrayals of the nation in history education in postwar Japan and the Germanys, as well as the organizational structure of large U.S. corporations. Julian's current research focuses on Japanese education reform and the for-profit nature of "shadow education" (juku) on the diversity of teaching within Japanese education.

Jon Dorschner holds a Ph.D. in South Asian Studies and is a Foreign Service officer with the U.S. Department of State, currently serving in the Political Section of the U.S. Embassy in New Delhi. He has been a visiting senior professor at the United States Military Academy and the Political Military Advisor to the Bureau of South Asian Affairs in Washington, D.C. In the summer of 2007 he will join a provincial reconstruction team in Basra, Iraq.

Young-Ju Hoang is assistant professor in the Department of International Relations, Pusan University of Foreign Studies.

Alison Kitson is currently a programme leader at the Training and Development Agency for Schools (TDA), working specifically on the professional development of teachers in England. Prior to joining the TDA, she was a lecturer in History Education and Teacher Development at the University of Warwick and, before that, taught in three schools. Her publications include coauthorship of Understanding History Teaching (2003), which analyzes history teaching and teachers in England.

Elizabeth Oglesby is assistant professor of Latin American Studies at the University of Arizona. She has an interdisciplinary background in geography and sociology as well as Latin American Studies. She has worked extensively with non-governmental organizations in Central America, including serving as a consultant for the Guatemalan Commission for Historical Clarification.

Thomas Sherlock is professor of Political Science and director of Comparative Politics in the Department of Social Sciences at the United States Military Academy, West Point. He is the author of Historical Narratives in the Soviet Union and Post-Soviet Russia (2006), and coauthor of The Fight for Legitimacy: Democracy vs. Terrorism (2006).

Rafael Valls-Montés is professor in the Department of Social Science Education at the University of Valencia (Spain). His research has been dedicated to the study of history teaching at the high-school level, and to the analysis of conservative thinking in Spain, especially with its implications for the history taught in schools. Among his current areas of research are the analysis of history textbooks and the historical configuration of school disciplines, as well as those related to the aims of history teaching and its relationship to how collective identities in different dimensions (national, European and intercultural) are formulated. He is the author most recently of La dimensión europea e intercultural en la enseñanza de las ciencias sociales (2002), and he has also written various history textbooks (editoriales VICENS-Vives, Gregal, Bruño, S.M. y Santillana).

Takashi Yoshida is assistant professor in the Department of History at Western Michigan University and the author of The Making of the "Rape of Nanking": History and Memory in Japan, China, and the United States (2006).

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