This article is an epistemological reflection on memory practices in the
construction, deconstruction, and reconstruction of collective memories of a
historical event involving collective violence and conflict in formal and informal
spaces of education. It focuses on the 1947 British India Partition of Punjab. The
article engages with multiple memory practices of Partition carried out through
personal narrative, interactions between Indian and Pakistani secondary school
pupils, history textbook contents, and their enactment in the classroom by teachers.
It sheds light on the complex dynamic between collective memory and history
education about events of violent conflict, and explores opportunities for and challenges
to intercepting hegemonic remembering of a violent past.