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While sexualized violence is perhaps one of the most common acts of aggression in imperial, colonial, and genocidal histories, it is also one of the most silenced, ignored, and under-addressed topics in the history curricula. Making sexualized violence visible is perhaps the biggest task and favor that history education can do to support efforts to prevent and eliminate violence. By dedicating her studies attempting to understand the legacy of mass sexualized violence during the conflict in Bosnia-Herzegovina in the 1990s, Nena Mocnik has always looked at this phenomenon through the lenses of political science, human rights, and/or trauma studies as a matter of historiography or history education. She argues the duty of contemporary history education is therefore to keep these voices loud and heard so following generations can "unlearn" the behaviors and power dynamics that lead to the execution of such crimes. As plentiful evidence is now available, the next logical step is to work further on the methodologies and preparations for teachers to develop the capacities needed to discuss sexualized violence as a part of history education. In the first section of the article, she reflects on the circumstances that allow sexualized violence to remain a silent topic, both in historiography and history education. In the second section, she gives an example of a workshop session she conducted where builds on the case of mass rapes during the dissolution of Yugoslavia in the 1990s. In the last section, she reflects on the pedagogical aspects of this workshop, combining them with guidelines for future applications.

This paper shows how the turn from narrative to embodied research practice offers a space to women survivors of war-related sexual violence to rehearse "forgiveness" in the post-conflict setting, where its realisation seems unimaginable in the face of the extent of the crimes committed and the current sociopolitical situation. Using the case of 'Mother of the Oppressor', a short performative act created through the ethnographic research process, the topics around the relationship between survivors' individual desires "to forget," the pain stored in their bodies, and the collective demand from different social and political institutions "to forgive" are being discussed.

This paper explores the intersection of historical remembrance and the ethical imperative of 'never again' in shaping a peaceful future, drawing on the context of Council of Europe's commitment to history education. It believes in the pivotal role of understanding the past for fostering democratic values. However, the paper critically examines the limitations of the widely embraced 'never again' ethic, transcending mere historical knowledge. The author, working in a post-conflict setting, discusses the complexities of transforming this ethic into an empirical tool. By delving into examples such as refugee camps during the 2015 crisis and ICE detention camps, the paper highlights the challenges of applying 'never again' in new political and social realities. While acknowledging the limitations of relying solely on history education, the paper suggests the need for multidisciplinary approaches and emphasizes competencies beyond historical thinking in shaping a promising future. The conclusion calls for engagement across sectors and broader knowledge incorporation in teacher training programs. Overall, the paper navigates the intricate relationship between historical awareness, ethical imperatives, and the practical challenges of preventing atrocities in the contemporary world. [ABSTRACT FROM AUTHOR]