scholarly journals Euroscepticism and History Education in Britain－An Analysis of Key Stage 3 History Textbooks for England and Wales－

SA-CHONG(sa) ◽  
2017 ◽  
Vol null (91) ◽  
pp. 389-442
Author(s):  
원태준
Keyword(s):  
History Education ◽  
History Textbooks ◽  
England And Wales ◽  
Key Stage 3

War of textbooks: History education in Russia and Ukraine

2010 ◽  
Vol 43 (2) ◽  
pp. 129-137 ◽  
Author(s):  
Karina Korostelina
Keyword(s):  
National Identity ◽  
Secondary School ◽  
Russian Federation ◽  
Early Warning ◽  
History Education ◽  
History Textbooks ◽  
Social Identities ◽  
Potential Problems ◽  
The Russian Federation ◽  
Intergroup Perceptions

Many scholars stress that teaching about the shared past plays a major role in the formation of national, ethnic, religious, and regional identities, in addition to influencing intergroup perceptions and relations. Through the analysis of historic narratives in history textbooks this paper shows how the governments of the Russian Federation and Ukraine uses state controlled history education to define their national identity and to present themselves in relations to each other. For example, history education in Ukraine portrays Russia as oppressive and aggressive enemy and emphasizes the idea of own victimhood as a core of national identity. History education in the Russian Federation condemns Ukrainian nationalism and proclaims commonality and unity of history and culture with Russian dominance over “younger brother, Ukraine”. An exploration of the mechanisms that state-controlled history education employs to define social identities in secondary school textbooks can provide an early warning of potential problems being created between the two states.

scholarly journals Negotiating the Nation in History

2016 ◽  
Vol 8 (2) ◽  
pp. 16-35
Author(s):  
Henrik Åström Elmersjö
Keyword(s):  
History Education ◽  
History Textbooks ◽  
The State ◽  
Nationalist Discourse

This article explores the discussions concerning history textbooks that occurred within the Swedish State Approval Scheme for Textbooks (Statens läroboksnämnd) from 1945 to 1983. By focusing on the negotiation of nationhood and the process of textbook approval as an arena for the renegotiation of ways in which history was taught in schools, the article reveals that nationalistic sentiment associated with the historical discipline was challenged by intercultural and materialist discourses during the period under examination. However, much of the debate within the State Approval Scheme for Textbooks indicates that an ethnic nationalist discourse and competing discourses introduced in new syllabi for history education after 1945 tended to converge.

scholarly journals Task complexity in history textbooks: A multidisciplinary case study on triangulation in history education research

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Christoph Kühberger ◽  
Christoph Bramann ◽  
Zarah Weiß ◽  
Detmar Meurers
Keyword(s):  
Education Research ◽  
Task Complexity ◽  
History Education ◽  
Historical Thinking ◽  
History Textbooks ◽  
Master Narrative ◽  
Learning Tasks ◽  
Key Factor ◽  
General Linguistic

The purpose of history education in Austria has changed over at least the last decade. While the focus used to be to give students a master narrative of the national past based on positivist knowledge, the current objective of history education is to foster historical thinking processes that enable students to form transferable skills in the self-reflected handling and creation of history. A key factor in fostering historical thinking is the appropriation of learning tasks. This case study measures the complexity of learning tasks in Austrian history textbooks as one important aspect of their quality. It makes use of three different approaches to complexity to triangulate the notion: general task complexity (GTC), general linguistic complexity (GLC), and domain-specific task complexity (DTC). The question is which findings can be offered by the specific strengths and limitations of the different methodological approaches to give new insights into the study of task complexity in the domain of history education research. By pursuing multidisciplinary approaches in a triangulating way, the case study opens up new prospects for this field. Besides offering new insights on measuring the complexity of learning tasks, the study illustrates the need for further research in this field – not only related to the development of analytical frameworks, but also regarding the notion of complexity in the context of historical learning itself.

The „Ottoman Presence“ in Contemporary History Textbooks – Myth or Reality

Epohi ◽  
2020 ◽  
Vol 28 (1) ◽  
Author(s):  
Yulia Simeonova ◽  
◽  
◽  
Keyword(s):  
Present Article ◽  
History Education ◽  
History Textbooks ◽  
Contemporary History ◽  
School History ◽  
Made In

During the last few years, an attempt has been made in Bulgarian society to impose the con-tention that the Ottoman period is represented in the school history and civilizations textbooks through the definition “Ottoman Presence”. The present article seeks to provide a scientifically grounded review of the educational documentation concerning school history education, and in particular the history textbooks, to ascertain whether such a definition is present or absent.

Challenging Substantive Knowledge in Educational Media

2017 ◽  
Vol 9 (2) ◽  
pp. 110-128
Author(s):  
Lucas Frederik Garske
Keyword(s):  
Procedural Knowledge ◽  
History Education ◽  
Historical Thinking ◽  
History Textbooks ◽  
Educational Media ◽  
Alternative Approaches ◽  
Congruent Relation

Many scholars working on history education have stressed that, in order to “do history,” a congruent relation between substantive and procedural knowledge is required. In response to this argument, this article emphasizes the need to consider pupils’ relations to substantive knowledge. With reference to history textbooks currently used in Germany, it demonstrates how the introduction of substantive knowledge with the help of the logic of “historical thinking” derived from expert discourses may obstruct the process of historical thinking. Finally, the article presents alternative approaches and their possible consequences for history education.

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