Naming âThe War with No Nameâ: The Algerian War of Independence and Its Memory in French Schools

Julia Spence-Duclos

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Chapter 25 Naming âThe War with No Nameâ

The Algerian War of Independence and Its Memory in French Schools

In: Making Sense of Racial Identity: Racial Being or Being Racialized?

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Julia Spence-Duclos

Julia Spence-Duclos
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Type:: Chapter

Pages:: 389â401

DOI:: https://doi.org/10.1163/9789004751354_031

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Abstract

School history textbooks play an important role in how historical violence is represented and spoken of, notably with wars. The curriculum holds a form of political power that dictates what could or should not be represented in the classroom. This chapter seeks to understand how French schools choose to remember the Algerian war of Independence (1954â1962) and how it is designed for the curriculum. The research begins by giving an overview of the Franco-Algerian War and a fading French empire. It then delves into how the curriculum and classroom dynamic put forward a certain narrative of the war. Finally, the piece of writing pushes for a more nuanced understanding of violence as a necessary tool of liberation, and invites readers to this about what a real critical classroom looks like.

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Making Sense of Racial Identity: Racial Being or Being Racialized?

Learnersâ Journeys Towards Identity Development

Series:Â Critical Storytelling, Volume: 15

Cover Making Sense of Racial Identity: Racial Being or Being Racialized?

E-Book ISBN:: 9789004751354

Publisher:: Brill

Print Publication Date:: 03 Feb 2026

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Chapter 25 Naming âThe War with No Nameâ

The Algerian War of Independence and Its Memory in French Schools

Abstract

Citation Info

Share link with colleague or librarian

Making Sense of Racial Identity: Racial Being or Being Racialized?

Learnersâ Journeys Towards Identity Development

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Chapter 25 Naming âThe War with No Nameâ

Learnersâ Journeys Towards Identity Development