School vs. Memory?

In Central European countries, a tension potentially arises between history teaching in schools and memory at the level of family, social group or community. Memory as a concept describing a plurality of modes of relating to the past has gained ground in both the humanities and social sciences. Memory replaces or complements traditional historical narratives. This conference focuses on memory from a didactic perspective. Our aim is to deal with questions such as What are the difficulties that result from the use of a memory layer in the traditional interpretative frameworks employed at schools? How does a memory layer arise and what are its sources? What role does family memory play in the creation of historical consciousness? Where are the frictions between family remembering and school history narratives formed, and under what conditions do they disappear? And last but not least: What does the impact of this memory in the classroom look like?