Citizenship Education in Recent Polish and Chilean History Textbooks: A Comparative Perspective

The Holocaust in the Textbooks and in the History and Citizenship Education Program of Quebec

Journal of Educational Media Memory and Society ◽

10.3167/jemms.2014.060102 ◽

2014 ◽

Vol 6 (1) ◽

pp. 24-41 ◽

Cited By ~ 3

Author(s):

Sivane Hirsch ◽

Marie McAndrew

Keyword(s):

Human Rights ◽

Jewish Community ◽

Education Program ◽

Citizenship Education ◽

History Textbooks ◽

Historical Event ◽

Contemporary Society ◽

The Holocaust ◽

Actual Contribution ◽

The Impact

This article analyzes the treatment of the Holocaust in Quebec's history textbooks, in view of the subject's potential and actual contribution to human rights education. Given that Quebec's curriculum includes citizenship education in its history program, it could be argued that the inclusion of the Holocaust has particular relevance in this context, as it contributes to the study of both history and civics, and familiarizes Quebec's youth with representations of Quebec's Jewish community, which is primarily concentrated in Montreal. This article demonstrates that the textbooks' treatment of the Holocaust is often superficial and partial, and prevents Quebec's students from fully grasping the impact of this historical event on contemporary society.

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Patriotism as Part of Citizenship Education: a review of Norwegian history textbooks throughout the nineteenth and twentieth centuries

Scandinavian Journal of Educational Research ◽

10.1080/0031383900340202 ◽

1990 ◽

Vol 34 (2) ◽

pp. 103-110

Author(s):

Svein Lorentzen

Keyword(s):

Citizenship Education ◽

History Textbooks ◽

Nineteenth And Twentieth Centuries

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Learning to Remember Slavery

Journal of Educational Media Memory and Society ◽

10.3167/jemms.2011.030209 ◽

2011 ◽

Vol 3 (2) ◽

pp. 155-172

Author(s):

Nikki Spalding

Keyword(s):

Young People ◽

Citizenship Education ◽

Cultural Memory ◽

Slave Trade ◽

Museum Education ◽

Historical Consciousness ◽

Field Trip ◽

History Textbooks ◽

First Century ◽

Trade Analysis

Drawing on the fields of education, memory, and cultural studies, this article argues that as important cultural memory products, government-sponsored museum education initiatives require the same attention that history textbooks receive. It investigates the performance of recent shifts in historical consciousness in the context of museum field trip sessions developed in England in tandem with the 2007 bicentenary of the abolition of the slave trade. Analysis of fieldwork data is presented in order to illustrate some of the complexities inherent in the way difficult histories are represented and taught to young people in the twenty-first century, particularly in relation to citizenship education.

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