scholarly journals Why national narratives are perpetuated: A literature review on new insights from history textbook research

2017 ◽  
Author(s):  
Maria Grever ◽  
Tina van der Vlies
Keyword(s):  
Holistic Approach ◽  
History Textbooks ◽  
National Narratives ◽  
National History ◽  
History Textbook ◽  
History Teaching ◽  
The Past ◽  
Nation States ◽  
Textbook Research ◽  
The Masses

National narratives have often served to mobilize the masses for war by providing myths and distorted interpretations of the past, while conversely wars were major sources for producing national narratives. Because national history is very likely to remain a central topic in history education, albeit in ways that differ from how the topic was used fifty years ago, it is important to gain a greater understanding of the underlying structures and mechanisms of these narratives in history textbooks. After outlining the historical interconnectedness of the emerging nation states and history teaching, this review article explains the complexity of the history textbook as an educational resource. Next, we identify some current problems and challenges in history textbook research. We continue by discussing promising research trends related mainly to national narratives, such as the analysis of images, the use of digital tools, and studies of the autonomy of textbook narratives and of history textbooks in relation to other media. Another recent reorientation is textbook research that uses a holistic approach . By this we mean studies that examine the history textbook as a whole: composition, periodization, visual intertextuality and chapters that do not at first glance appear to focus on national history. These studies offer new insights and explanations for the perpetuation of national narratives in history textbooks.

The Riddle of a Common History

2009 ◽  
Vol 1 (1) ◽  
pp. 93-116 ◽  
Author(s):  
Mauricio Tenorio-Trillo
Keyword(s):  
United States ◽  
Common Ground ◽  
The United States ◽  
History Textbooks ◽  
Recent History ◽  
History Textbook ◽  
The Past ◽  
The Us ◽  
Constant Part ◽  
Intrinsic Component

By identifying two general issues in recent history textbook controversies worldwide (oblivion and inclusion), this article examines understandings of the United States in Mexico's history textbooks (especially those of 1992) as a means to test the limits of historical imagining between U. S. and Mexican historiographies. Drawing lessons from recent European and Indian historiographical debates, the article argues that many of the historical clashes between the nationalist historiographies of Mexico and the United States could be taught as series of unsolved enigmas, ironies, and contradictions in the midst of a central enigma: the persistence of two nationalist historiographies incapable of contemplating their common ground. The article maintains that lo mexicano has been a constant part of the past and present of the US, and lo gringo an intrinsic component of Mexico's history. The di erences in their historical tracks have been made into monumental ontological oppositions, which are in fact two tracks—often overlapping—of the same and shared con ictual and complex experience.

scholarly journals The Great Patriotic War in Russian history textbooks

2018 ◽  
Author(s):  
Dagmara Moskwa
Keyword(s):  
History Textbooks ◽  
Russian Society ◽  
Russian History ◽  
National History ◽  
The Past ◽  
Great Patriotic War ◽  
Red Army ◽  
The Creation ◽  
Vladimir Putin ◽  
Russian Education

The Great Patriotic War in Russian history textbooksThe topic of this article is presenting how the Great Patriotic War (GPW) is depicted in Russian national history textbooks. Here, I consider textbooks not only as a source of knowledge about the past times, but first and foremost as a tool to create the state’s historical policy. I examine the GPW, in turn, as a fundamental myth of the Russian society which—without any doubt—constitutes one of the main pillars of identity of modern Russians. Another subject of this study is the changes in Russian education that took place in 2013-2015, that is during the presidency of Vladimir Putin. In so doing, I focus primarily on the creation of the concept of a new educational and methodological complex for teaching national history and the introduction of new national history textbooks (the idea of the so-called “single textbook”). I strive to show in the article that the picture of the GPW in the new textbooks is mainly based on success—of the Red Army, the Union of Soviet Socialist Republics and the Soviet nation. Wielka Wojna Ojczyźniana w rosyjskich podręcznikach do historii ojczystejTematem niniejszego artykułu jest sposób przedstawiania Wielkiej Wojny Ojczyźnianej (WOW) w rosyjskich podręcznikach do historii ojczystej. Podręczniki traktuję przy tym nie tylko jako źródło wiedzy o czasach dawnych, lecz przede wszystkim jako narzędzie kreowania polityki historycznej państwa. WOW rozpatruję z kolei w kategoriach podstawowego mitu społeczeństwa rosyjskiego, który – ku czemu nie ma wątpliwości – stanowi jeden z podstawowych filarów tożsamości współczesnych Rosjan. Przedmiotem badań są także zmiany w rosyjskiej oświacie, które miały miejsce w latach 2013-2015, a zatem w trakcie prezydentury Władimira Putina. Skupiam się przy tym przede wszystkim na powstaniu koncepcji nowego kompleksu edukacyjno-metodycznego w zakresie nauczania historii ojczystej oraz wprowadzeniu nowych podręczników do historii ojczystej (idea tzw. „jednego podręcznika”). W artykule staram się pokazać, że obraz WOW w nowych podręcznikach oparty jest głównie na sukcesie – Armii Czerwonej, Związku Socjalistycznych Republik Sowieckich i narodu sowieckiego.

History Teaching in Albania Following Educational Reform in 2008

2015 ◽  
Vol 7 (1) ◽  
pp. 116-132
Author(s):  
Denis Vuka
Keyword(s):  
Educational Reform ◽  
History Textbooks ◽  
Learning Theories ◽  
Historical Narratives ◽  
Teaching Techniques ◽  
National History ◽  
History Teaching ◽  
Educational Aims ◽  
Visual Materials ◽  
Methodological Aspects

This article explores history teaching in Albania, with particular emphasis on educational and methodological aspects of new history textbooks published after the liberalization of the school textbook market in 2008. National history textbooks serve as a basis for the assessment of changing educational principles and methodologies in history teaching in terms of five qualitative factors: educational aims, teaching techniques and methodologies, historical narratives, visual materials, and sources. The article thus assesses the degree to which textbooks fulfill their educational function and help to put learning theories into practice. The author also places the revision and reevaluation of national history textbooks in Albania in context by comparing them to the progress of Kosovo's recently established educational system.

Contemporary Art and Archaeology in the Arab World

2020 ◽  
pp. 325-328
Author(s):  
Salwa Mikdadi
Keyword(s):  
Twentieth Century ◽  
Contemporary Art ◽  
Arab World ◽  
First Century ◽  
National Narratives ◽  
The Past ◽  
Nation States ◽  
Iconic Images ◽  
Twenty First Century

Contemporary Arab artists are increasingly engaging with the past to make sense of present-day issues. Mining historical regional archives for inspiration, they are placing ancient art and archaeology at the center of their research for art projects and exhibitions. This engagement continues a trend that started in the early decades of the twentieth century, when Egyptian and Iraqi artists employed archaeology in the construction of national narratives, re-appropriating ancient art from its colonial construct—its iconic images of the exotic Orient—to serve the emerging nation states. Twenty-first-century artists are now reflecting upon the discipline of Archaeology and examining the politics of excavations and the display and interpretation of historical artifacts. This chapter presents examples of diverse approaches and techniques in contemporary art that explore archaeological and museological practices in the context of current sociopolitical and economic concerns.

scholarly journals Las narrativas nacionales en la enseñanza y el aprendizaje de la historia: Una revisión sobre los libros de texto y las narrativas de los estudiantes

Panta Rei ◽  
2020 ◽  
Vol 14 (2) ◽  
pp. 149-166
Author(s):  
César López Rodríguez
Keyword(s):  
Teaching And Learning ◽  
Historical Thinking ◽  
History Textbooks ◽  
National Narratives ◽  
The Past ◽  
Revisión Sistemática ◽  
20Th Century History ◽  
The One ◽  
Siglo Xx

Tradicionalmente, las narrativas nacionales han jugado un papel central en la enseñanza y el aprendizaje de la historia. Sin embargo, desde finales del siglo XX, existe un énfasis en señalar lo inadecuado de estas narrativas para el desarrollo del pensamiento histórico. Este artículo, mediante una revisión sistemática, analiza la evolución del papel de las narrativas nacionales en los últimos 25 años. Para ello, se analiza por un lado el papel de las narrativas nacionales en los manuales de historia. Por otro lado, se recogen los principales avances producidos en cómo los estudiantes narran la historia de su nación. Las investigaciones muestran una pervivencia de estas narrativas nacionales en la transmisión y comprensión del pasado, si bien continúan surgiendo proyectos relevantes para desnacionalizar la enseñanza del pasado. Finalmente, se discuten algunos de los retos futuros que se plantean para este tipo de investigaciones. Traditionally, national narratives have played a central role in the teaching and learning of history. However, since the end of the 20th century, history educators have pointed out how these narratives can hinder the development of historical thinking. Through a systematic literature review, this article analyses the role of national narratives as it has evolved in the last 25 years. On the one hand, studies focused on the role of national narratives in history textbooks are analysed. On the other hand, the article reflects on the advances in research on how the students narrate the past of their nation. In general, research shows the relevance of these national narratives in the way the past is produced and consumed. Nevertheless, new projects continue to emerge which propose to denationalize the past. Finally, some of the new challenges for this line of research are discussed.

Weapons of Mass Instruction

2009 ◽  
Vol 1 (1) ◽  
pp. 180-189 ◽  
Author(s):  
Charles Ingrao
Keyword(s):  
Twentieth Century ◽  
Economic System ◽  
Central Europe ◽  
Electoral Process ◽  
Political Leaders ◽  
Ruling Elite ◽  
History Teaching ◽  
The Past ◽  
Nation States ◽  
Uncritical Acceptance

History schoolbooks are part of a much broader legitimation process through which every society's ruling elite secures the uncritical acceptance of the existing political, social and economic system, together with the cultural attributes that re ect its hegemony. In central Europe, the need to justify the creation of nation-states at the beginning and end of the twentieth century has generated proprietary accounts that have pitted the region's national groups against one another. Post-communist democratization has intensi ed these divisions as political leaders feel obliged to employ hoary myths—and avoid inconvenient facts— about their country's history in order to survive the electoral process. In this way they succumb to the "Frankenstein Syndrome" by which the history taught in the schools destroys those who dare to challenge the arti cial constructs of the past. The article surveys history teaching throughout central Europe, with special emphasis on the Yugoslav successor states.

scholarly journals Using Different Pasts in a Similar Way: Museum Representations of National History in Norway and China

2010 ◽  
Vol 2 (5) ◽  
pp. 745-768
Author(s):  
Marzia Varutti
Keyword(s):  
Comparative Perspective ◽  
International Level ◽  
National Narratives ◽  
National History ◽  
Republic Of China ◽  
The Past ◽  
Museum Displays ◽  
Museum Representation ◽  
Aesthetic Values

This article explores how national histories are constructed in the museums of Norway. It does so through a comparative perspective, whereby museum displays of national past in Norway are being compared to museum displays of national past in the People’s Republic of China. This will involve comparing narratives, museological approaches, rationale and purposes of museum displays in the two countries. Fieldwork research in museums in Norway and China suggests that if national pasts are obviously unique to the historical trajectories of each country, their museum renditions are structured in an intriguingly similar way. Museum displays of national pasts in Norway develop around a set of themes including myths of ancestry and descent; epics of resistance leading the embryonic nation through a dark era and towards a “Golden Age”; a core of moral and aesthetic values; notions of national modernity; and selective amnesia. I will show how similar topics can be found in museum displays of the past in Chinese museums. The comparative perspective of the analysis enables me to assess the uniqueness of museum representations of the past in Norway and at the same time to explore analogies in the museum construction of national narratives beyond the European context, through the case study of China. This will lead me to put forward the hypothesis of the coagulation, at international level, of a canon for the museum representation of national history.

scholarly journals The “Storms and Turns of History”: Emigration Narratives in the 20th Century in Polish and Hungarian History Textbooks

2021 ◽  
Vol 148 (4) ◽  
pp. 825-832
Author(s):  
Nóra Szisz
Keyword(s):  
National Identity ◽  
20Th Century ◽  
History Textbooks ◽  
Living Conditions ◽  
National History ◽  
The Past ◽  
Mass Migration ◽  
Current History

History textbooks are special sources, reflecting on the era in which they were published. They play a role in formation of national identity and shape students’ perception of the past and their relation to the present. Central Europe’s recent media have given considerable attention to emigration. How do history textbooks narrate migration? This paper explores how the current history textbooks in Hungary and Poland narrate mass emigration. Findings reveal several reasons for the mass migration named by the textbooks, which include a desire for improved economic and living conditions. The treatment of emigrant groups as transnational populations in both Hungarian and Polish narratives suggests that they are separated from their home country’s national history and in a way ‘step out’ of its flow – however, the narratives appearing in the Polish textbooks deal with the overall neglected groups in greater depth. In addition, this research explores how these textbooks treat these transnational populations.

Tweeting from the past: Commemorating the Anzac Centenary @ABCNews1915

2017 ◽  
Vol 13 (4) ◽  
pp. 400-415 ◽  
Author(s):  
Shanti Sumartojo
Keyword(s):  
Social Media ◽  
Public Engagement ◽  
National Narratives ◽  
National History ◽  
History And Memory ◽  
The Past ◽  
Digital World ◽  
The People ◽  
Use Of Social Media ◽  
Gallipoli Peninsula

This article argues that the digital world has introduced new complexities to state commemoration of the past and public engagement with those efforts. It focuses on how national narratives are transmitted by and through particular digital lieux de mémoire; on how the archival trace of the past is presented as lively and emergent, even when the people it represents are long dead; and the implications for the temporalities of national history and memory of new digital forms of state commemoration. To make these arguments, it draws on the April 2015 ‘live tweeting’ by the Australian Broadcasting Corporation of the Anzac landing on the Gallipoli peninsula. It will use material from Twitter handle @ABCNews1915 to trace some of the links between state commemoration and the digital world, a relationship that has become more urgent in light of the increasing use of social media to articulate state-sponsored history and to communicate between states and individuals.

scholarly journals Between Russia and Estonia: narratives of place in a new borderland

2014 ◽  
Vol 42 (2) ◽  
pp. 269-285 ◽  
Author(s):  
Alena Pfoser
Keyword(s):  
Identity Politics ◽  
Life Story ◽  
State Building ◽  
Top Down ◽  
Place Making ◽  
National Narratives ◽  
The Past ◽  
Russian Speakers ◽  
Nation States ◽  
Continuity And Discontinuity

The Russian–Estonian border has undergone radical changes in the past two decades – from an integrated borderland between two Soviet republics to a border between nation-states and the new EU external border. Until the present day, it is a discursive battlefield that reflects the difficult relations between Russia and Estonia after the restoration of Estonia's independence. While much research has concentrated on antagonistic projects of identity politics and state-building from a top-down perspective, this paper asks how people living in the borderland make sense of the place they live in and negotiate shifts in the symbolic landscapes. Based on life-story narratives of Russian-speakers, it analyzes different ways of narrating and framing place and argues for a consideration of the plurality and ambivalences of place-making projects on the ground. Furthermore, it argues for a more balanced account of continuity and discontinuity in memory narratives by taking into account how the socialist past continues to be meaningful in the present. As the interviews show, memories of the socialist past are used for constructing belonging in the present both by countering and by reproducing national narratives of boundedness.

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