A/68/296 not be an instrument of ideological manipulation, of propaganda or used for the promotion of intolerant and ultranationalistic, xenophobic, racist or anti-Semitic ideas. It states that historical research and history taught in schools cannot be compatible with the fundamental values and statutes of the Council of Europe if it promotes or allows misuses of history, through falsification or creation of false evidence, doctored statistics, faked images, etc.; fixation on one event to justify or conceal another; distortion of the past for the purposes of propaganda; an excessively nationalistic version of the past which may create the “us” and “them” dichotomy; abuse of historical records; and denial or omission of historical facts. It is further noted that history teaching should, among other things, occupy a vital place in the developing of respect for all kinds of differences; be a decisive factor in reconciliation, recognition, understanding and mutual trust between peoples; and play a vital role in the promotion of fundamental values, such as tolerance, mutual understanding, human rights and democracy. Furthermore, it should develop pupils’ intellectual ability to analyse and interpret information critically and responsibly, through dialogue, through the search for historical evidence and through open debate based on a multiperspective approach, especially on controversial and sensitive issues; and be an instrument for the prevention of crimes against humanity. Lastly, Recommendation CM/Rec(2011)6 of the Committee on Ministers on intercultural dialogue and the image of the other in history teaching offers an important additional tool in devising practical methods of history teaching in the context of intercultural dialogue and post-conflict situations. 17. The Cultural Charter for Africa of 1976 contains relevant provisions. In the preamble, it is recalled that cultural domination led to the depersonalization of part of the African peoples and falsified their history and that it is imperative to carry out a systematic inventory of cultural heritage, in particular in the spheres of traditions, history and arts. The aims of the Cultural Charter include the rehabilitation, restoration, preservation and promotion of African cultural heritage and the encouragement of international cultural cooperation for a better understanding among peoples (art. 1). In addition, African States are called upon to take steps to ensure that the archives removed from Africa are returned to African Governments so that they may have complete archives concerning the history of their countries (art. 29). 18. While other regional instruments may not specifically address the issue of history teaching, it is worth noting that the Convention for the Promotion of Inter-American Cultural Relations of 1954 is based on the idea, expressed in the preamble, that the exchange of professors, teachers and students among the American countries will contribute to greater knowledge and mutual understanding of their peoples. III. Government control and consequences for peace and human rights 19. In all countries, history teaching is adjusted to politics to a certain extent. Historical narratives are commonly used to build nations, shape communities and foster national or regional identities beyond differences of religion, language and ethnicity. They also serve to legitimize a particular political authority and its political concepts and ensure loyalty to the State. The logic of nation States itself 13-42291 7/27