Interview with Dr. Paula O’Donohoe, Program Director of the Contested Histories Initiative (2)

 

From Discomfort to Dialogue: Teaching Contested Histories in Schools

 

Kyeol : Now let’s turn to the topic of education. Why is it important to teach contested histories?

🧶 Paula O’Donohoe : What we have seen in our research is that many of the topics that become contested are actually central to how national histories and identities have been built. Because of that, they carry a lot of weight—there’s often tension between dominant narratives and those that have been left out or marginalized.

A lot of these topics already appear in curricula and textbooks, but they are not presented as contested. For example, in Spain, students learn about the Spanish Empire, but not from the perspective of the people who were colonized. It’s the same with the “Comfort Women” issue. When we look at textbooks on Korean history, Japanese occupation might be mentioned, but the “Comfort Women” are often left out, even though it’s a vital part of that history.

What’s tricky is that students often learn about these topics outside the classroom—on social media, from family, or through pop culture. And that opens the door to misinformation and fake news. So it’s really important to teach these histories in schools with context and care. It gives students the tools to understand multiple perspectives and helps foster empathy, critical thinking, respect for other viewpoints and civil-mindedness.

 

 

Kyeol : I’ve heard some teachers say that it’s hard to teach sensitive issues like the “Comfort Women” because of the sexual violence or other sensitive issues involved. They feel uncomfortable or worry about backlash. What do you think about that and is there any guideline for teachers?

🧶 Paula O’Donohoe : Yes, that’s a common concern. As part of our Monumental Challenges project, we created a toolkit for educators that includes preparation steps and sample classroom scenarios. All the lessons were piloted by teachers, and we asked them to share the challenges they faced—many were unsure how to begin or worried about reactions from their schools or parents.^[1]

We recognize that these topics can trigger strong emotions and that fear of pushback often leads to avoiding the subject altogether. However, interestingly, many teachers who tried the lessons found the outcomes much more positive than expected.

One key thing we include in the toolkit is a self-assessment—teachers are encouraged to reflect on their own discomfort. Why does this topic feel difficult? What personal biases or fears might be holding them back? This self-reflection is crucial before stepping into the classroom.

In high-stakes contexts—where teachers may face real risks, like backlash from media or even threats—we stress the importance of building support within the school, so teachers aren’t facing these challenges alone.

We also suggest alternative methods such as “silent conversations,” where students reflect and write rather than speak openly. This helps create a safer space to explore difficult issues, especially topics like sexual violence, where stigma and misinformation are common.

And finally, we offer teacher training and professional development to help educators build confidence. These conversations can be hard, yes, but that’s exactly why they matter. Avoiding them doesn’t make the issue go away. The goal is to empower teachers and create space for respectful, thoughtful engagement, even when the topics are uncomfortable.

 

Memorials in the Crossfire: The "Comfort Women" Issue

 

 

Kyeol : I noticed your website includes several case studies on “Comfort Women” memorials. Why do you think this issue has generated so many cases? How prominent is it within the broader field?

🧶 Paula O’Donohoe : It’s a very global issue that affected hundreds of thousands of women, not just across Asia, but also from places like the Netherlands. It’s also one of the few cases of wartime sexual violence that has been talked about so openly, which makes it resonate with other global struggles where women’s bodies have been used as tools of war. That’s why our website contains not only several case studies on “Comfort Women” statues, but also research papers and links to sources on the “Comfort Women” issue.

Many of the “Comfort Women” memorials have been initiated by women’s groups, feminist activists, or civil society organizations. Another significant reason this issue keeps coming up is that it was historically silenced for a long time. In that sense, these “Comfort Women” statues serve as a means of bringing visibility to something that’s still unresolved and often silenced. Putting these women at the center of public space is about restoring dignity, seeking justice, and remembering their stories.

Kyeol : Yes, activists and supporters for “Comfort Women” have worked to install these monuments to honor the victims and raise public awareness. How effective do you think this strategy is, and what kind of impact is it having?

🧶 Paula O’Donohoe : I think it's definitely effective in raising awareness. Just look at the most recent statue built in Italy this year. It shows that the issue remains relevant, even decades later. We’re still dealing with the consequences today.

Monuments like these help keep the conversation going. They spark dialogue in different countries and cultural contexts, and they bring attention to the “Comfort Women” issue. Their influence is also evident in how governments and politicians respond—sometimes with resistance or controversy, which sheds light on how sensitive and unresolved the issue still remains. These reactions themselves reveal how some governments continue to avoid fully acknowledging what happened.

Kyeol : We’ve discussed how perspectives on historical monuments shift in response to political and social changes. A striking example is the “Comfort Woman” statue in the Philippines, which went missing under mysterious circumstances.

🧶 Paula O’Donohoe : Yes, and that’s just one of many. In several cases, these statues are installed after lengthy discussions and approvals, and everything seems settled; then, suddenly, they are vandalized, stolen, or quietly removed, like in the case of the Filipino “Comfort Women” statue.

 

 

Kyeol : Have you seen any reactions to the case studies on “Comfort Women” memorials? Has there been any backlash?

🧶 Paula O’Donohoe : Actually, our case studies on “Comfort Women” are some of the most read on our website. The one on the Filipino Comfort Women memorial is the most downloaded of all. That really shows there’s a strong interest and a need for open discussion around this issue.

We haven’t faced direct criticism or backlash over the case studies themselves. But when it comes to getting funding for projects focused on this topic—especially in Northeast Asia—it becomes much more sensitive. We’ve tried to build an international educator network in the region, and whenever we bring up the “Comfort Women” issue, it’s like the elephant in the room. People often prefer not to address it because they worry it might jeopardize the collaboration or create political complications.

In that sense, working from Europe gives us more freedom. We are in a relatively neutral position, allowing us to engage with the topic more openly without the same level of pressure or risk. That’s probably why we’ve been able to write and publish these case studies without major pushback.

 

Honest and Open Conversation Is the First Step Toward Resolving Contested Histories

 

Kyeol : When and under what circumstances would you say the “Comfort Women” issue could be considered resolved?

🧶 Paula O’Donohoe : I do think it can be resolved, but only through honest and open conversation, without euphemisms. Even the term “Comfort Women” is a euphemism. We need to call it what it was: the forced sexual slavery and abuse of women. That clarity is essential.

Recognition of the survivors is crucial, along with serious research into what happened. The fact that we still don’t have clear numbers on how many women were affected is outrageous. This isn’t just a Korean or regional issue—it’s a matter of crimes against humanity, and it requires a transnational approach to justice. Women from many countries were affected, and their voices should be at the center of the conversation.

There also needs to be a clear shift in how we talk about sexual violence. Too often, blame falls on the victims. That has to change. Public acknowledgment and sincere apology are essential—not just symbolic gestures, but real recognition that the shame belongs with the perpetrators, not the victims. If that shift happens, more women might feel safe sharing their stories.

For my own research, I’ve worked on memory and justice issues in Spain, dealing with survivors of the civil war and the Franco dictatorship. And in every case, I’ve seen how important it is to center the voices of victims. Oral histories and recorded testimonies need to be preserved, not only for the sake of activism but also for educational purposes. These stories should be in textbooks everywhere. Sadly, sexual violence in wartime is common, but it’s barely addressed in how we teach about war and conflict.

That’s why we included the “Comfort Women” case in our Monumental Challenges project. It’s a global issue that needs to be discussed openly and respectfully, especially in educational settings.

 

 

Kyeol : For the last question, could you share any new projects or future plans you have?

🧶 Paula O’Donohoe : Yes, the Monumental Challenges project is wrapping up this year, and we are finalizing the last deliverables.^[2] One of them is a video tutorial for educators on how to address sexual violence in the classroom, using the “Comfort Women” issue as a case study. It’s based on our lesson plan and will be freely available on YouTube for anyone to use.

 

 

We're also working on a textbook for international teachers about Korean history, with a section dedicated to the “Comfort Women” issue. That’s in collaboration with the Korea War Legacy Foundation. Alongside that, we’ve been working with the Northeast Asia History Foundation on a sourcebook that encourages shared understanding of regional history. One part of that focuses on how to use primary sources to teach about “Comfort Women,” because you really can’t teach modern East Asian history without including them.^[3] At the CHI, we have been working on a digital map that will allow us to explore our database in a more engaging way. The Map will be published on July 1 on our website, and will allow anyone to also explore all the case studies we have on the issue of “Comfort Women.”

Building on those sources, we’re hoping to conduct teacher training in South Korea and Japan. We haven’t secured funding yet, but we’re actively working on it.

We’re also continuing to partner with organizations focused on trauma and sexual violence, and of course, we’ll continue to map case studies looking at different memorials—how they were built, how they were contested, and the decision-making processes involved. Once that’s finished, it will be published on our website.

 

 

 

Footnotes

1. ^ The toolkit for educators is available on the CHI’s website under the “Monumental Challenges” section, https://contestedhistories.org/monumental-challenges/
2. ^ It is now open and accessible at https://euroclio.eu/resource/monumental-challenges-toolkit/.
3. ^ The Sourcebook is accessible at https://euroclio.eu/resource/east-asia-at-war-mobilization-women-refugees-and-mobility-sourcebook/.