Secondary History Teachers’ Responses to Historical Narratives in School History Textbooks: The Russian Federation

2013 ◽  
Vol 35 (2) ◽  
pp. 27-61 ◽  
Author(s):  
Joseph Zajda ◽  
Ken Smith
Keyword(s):  
Russian Federation ◽  
History Textbooks ◽  
Historical Narratives ◽  
History Teachers ◽  
School History ◽  
The Russian Federation

Narrating the Second World War

2016 ◽  
Vol 8 (2) ◽  
pp. 36-57
Author(s):  
Lina Klymenko
Keyword(s):  
Second World War ◽  
History Textbooks ◽  
Historical Narratives ◽  
World War ◽  
History Textbook ◽  
Theoretical Understanding ◽  
Young Readers ◽  
School History ◽  
Narrative Techniques ◽  
Second World

This article explores the theoretical understanding of the relation between school history textbooks and the state-led construction of national identity. It does this by conceptualizing a history textbook as an assembly of historical narratives that provide young readers with an opportunity to identify with the national community in which they live. By focusing on narrative techniques, including plot, concepts of time and space, and the categorization of characters as in- and out-groups, this article shows how narratives of the Second World War in Belarusian, Russian, and Ukrainian textbooks contribute to nation-building.

scholarly journals History teachers’ pedagogical reasoning and the dynamics of classroom implementation in Ghana

2020 ◽  
Vol 17 (2) ◽  
Author(s):  
Gideon Boadu ◽  
Debra Donnelly ◽  
Heather Sharp
Keyword(s):  
Classroom Practice ◽  
Classroom Practices ◽  
Historical Narratives ◽  
Grand Narrative ◽  
History Teachers ◽  
Classroom Implementation ◽  
Pedagogical Reasoning ◽  
History Curriculum ◽  
School History ◽  
Depth Interviews

The Ghanaian senior high-school history curriculum encourages teachers to guide students to explore, question and construct historical interpretations, rather than accept established historical narratives. This study investigates how those teachers conceive and implement the curriculum intent by exploring their pedagogical reasoning and classroom practices. The project described in this paper draws from a range of investigative instruments including in-depth interviews, classroom observations, post-lesson interviews and teachers’ planning paperwork from 15 public senior high schools in Ghana’s Central Region. This research found that teachers’ pedagogical reasoning was consistent with constructivist educational theory as well as responsive to the history curriculum, but that their stated understandings did not align with classroom practice. The findings indicate limited constructivist strategies in history lessons, as most teachers were didactic in approach and tended to teach history as a grand narrative.

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.

Strength in diversity: multiple memories of the Soviet past in the Russian Communist Party (CPRF), 1993–2004

2017 ◽  
Vol 45 (3) ◽  
pp. 370-392
Author(s):  
Antony Kalashnikov
Keyword(s):  
Collective Memory ◽  
Communist Party ◽  
Russian Federation ◽  
Public Organizations ◽  
Historical Narratives ◽  
The Public ◽  
Ideological Differences ◽  
The Russian Federation ◽  
The Creation ◽  
Soviet Experiment

This paper investigates collective memory of the Soviet experiment in the narratives of the Communist Party of the Russian Federation (CPRF), in the period of 1993–2004. My research finds that ideological differences within the CPRF led to the creation of multiple and contrasting depictions of the Soviet past in the discourse of its leaders. Challenging dominant assumptions, I argue that these differences did not conflict and undermine one another, but were structured to strengthen the public appeal of the CPRF. The paper adds empirical findings to the study of the CPRF and of collective memory at the (so far underdeveloped) level of public organizations. The paper also challenges the prevailing assumption that diverging historical narratives necessarily imply conflict and contestation.

scholarly journals To the issue of the need for a unified concept of school historical education in the Russian Federation

2020 ◽  
pp. 67-73
Author(s):  
Elena A. Kryuchkova
Keyword(s):  
Russian Federation ◽  
History Education ◽  
Historical Context ◽  
Academic Subject ◽  
School History ◽  
Thematic Units ◽  
Holistic Concept ◽  
History Of ◽  
The Russian Federation

The article considers the role of educational concepts as a tool for improving the quality of Russian education. The stages of the development of the Concept of the academic subject „History” are highlighted, starting with the appearance of the Concept of a new educational and methodological complex on Russian history, which includes the Historical and Cultural Standard (2014). The reasons for the separation of two educational courses („History of Russia” and „General History”), which make up a single academic subject „History” at the level of basic documents, are analyzed. The author considers and substantiates the need for a unified concept of school history education in the Russian Federation: general scientific-historical, didactic, methodological approaches; the role of Russia in key events in world history, the importance of Russian culture: through the general historical context; using the educational potential of history, etc. The question is raised about the expediency of developing a holistic concept of school history education, which would include the following structural and thematic units: the course „History of Russia”, the course „General history”, the regional component on history education, the system of additional history education.

Aidar Sultanov: A ‘Russian European Intellectual’ Against the Formidable ‘Sacrifice of Security to Security’

2016 ◽  
Vol 41 (1) ◽  
pp. 1-26
Author(s):  
Sergei Akopov
Keyword(s):  
Human Rights ◽  
Russian Federation ◽  
National Level ◽  
Significant Others ◽  
Public Intellectual ◽  
Historical Narratives ◽  
Legal Scholar ◽  
The Russian Federation

This work explores the works of the renowned Russian legal scholar and human-rights activist Aidar R. Sultanov. In doing so, we will use an original methodology for our analysis of transnational intellectuals to consider Sultanov’s work in the light of the following four approaches: the ‘we dimension’; the dimension of ‘significant others’; ‘historical narratives’; and key ‘spatial narratives’. We concentrate our analysis not only on Sultanov as a legal scholar and human-rights activist but, even more broadly, as a public intellectual, some of whose cultural and philosophical premises have remained implicit but ones which we believe need to be explored openly and in a broader context. These philosophical premises are taken into consideration, in this article, so as to speculate about the following: what elements of Sultanov’s worldview belong to that of a transnational intellectual and, also, what prompts him to feel obliged to take a stand against attempts to securitize human rights at the national level in the Russian Federation?

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