Patriotism, History Teaching, and History Textbooks in Russia: What Was Old Is New Again

2015 ◽  
pp. 41-57 ◽  
Author(s):  
Tatyana Tsyrlina-Spady ◽  
Michael Lovorn
Keyword(s):  
History Textbooks ◽  
History Teaching

Current History Teaching in Turkey: Curricula, Debates and Issues

2013 ◽  
Vol 11 (2) ◽  
pp. 202-215
Author(s):  
Gülçin Dilek ◽  
Dursun Dilek
Keyword(s):  
Education Reform ◽  
History Textbooks ◽  
Democratic Citizenship ◽  
Research Subjects ◽  
History Teaching ◽  
International Context ◽  
The Common ◽  
History Approach ◽  
Constructivist Approaches

The aim of this study is to review the current situation with history teaching in Turkey after the education reform introduced in 2004. Accordingly, this study mainly focuses on the structure and problems of history teaching in Turkey bothat primary and secondary levels after the education reform, following confrontational debates about the role of history teaching in the construction of citizenship, and in the context of international relations, which is related to collaborative projects undertaken with a number of countries to rewrite history textbooks in a peaceful way. Current research trends in this field are also mentioned briefly. Some researches show that in history teaching in Turkey the common issues that occur are related to text books, the intensity of knowledge/objectives relationships, insufficient weekly course hours and the unfamiliarity of teachers with both new history and constructivist approaches. New history textbooks and curricula continue to be a conflict area between their respective defenders who claim in turn that history teaching should either be a vehicle for constructing national identitity or that it should be a vehicle for constructing global, pluralist and democratic citizenship. On the other hand, mutual work with some Arabian countries to rewrite the common past in textbooks,is on Turkey's current agenda to enhance the international context of this perspective. Some researches also show that apart from debates about the nature of history's social aims and the problems of history teaching as already indicated, teachers seem ready to adopt the new history approach. In addition to this, every passing day there is a marked and rapid increase in research into history teaching and the variety of related research subjects are hopeful improvements.

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.

Toward a Global Past? The Presence of World History in Dutch History Textbooks and History Teaching

2016 ◽  
Vol 14 (1) ◽  
pp. 67-80
Author(s):  
Tim Huijgen ◽  
Henri Abbring ◽  
Ronald Bokdam ◽  
Marije Brouwer ◽  
Durk-Rein Lolkema ◽  
...  
Keyword(s):  
World History ◽  
History Textbooks ◽  
History Teaching ◽  
Dutch History

scholarly journals Creating the “International Mind”: The League of Nations Attempts to Reform History Teaching, 1920–1939

2016 ◽  
Vol 56 (2) ◽  
pp. 213-240 ◽  
Author(s):  
Ken Osborne
Keyword(s):  
Teaching Methods ◽  
International Committee ◽  
History Textbooks ◽  
League Of Nations ◽  
World War ◽  
History Teaching ◽  
The First World War ◽  
National Governments ◽  
First World

After the First World War, the League of Nations, through its International Committee on Intellectual Cooperation, attempted to reshape the teaching of history in its member states. The League's supporters realized that its long-term success depended in part on supportive public opinion and that this, in turn, had implications for education. Aware of the strength of national loyalties, the League sought not to abolish the teaching of national history but to suffuse it with the spirit of the “international mind.” To this end, the League promoted revision of history textbooks and curricula, retraining of teachers, and rethinking of teaching methods. National governments responded by including some study of the League in history curricula but ignored the League's broader plans. Nonetheless, the League's attempt to internationalize the teaching of history opened up a debate that continues today as schools seek to strike a balance between claims of national and global history.

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.

History Teaching and Cultural Hegemony

2020 ◽  
Vol 12 (1) ◽  
pp. 74-95
Author(s):  
Johanna Fricke
Keyword(s):  
Civil War ◽  
Spanish Civil War ◽  
History Textbooks ◽  
Cultural Hegemony ◽  
Franco Regime ◽  
History Teaching ◽  
Spanish Society ◽  
The 1960S ◽  
Governmental System

In the 1960s, facing a series of transformations within Spanish society, the Franco regime modified its self-legitimation strategy and with it its portrayal of the Spanish Civil War. Based on the analysis of nine history textbooks for various levels published between 1954 and 1970, this article demonstrates that, by aiming to neutralize increasing demands for democracy, reconciliation and peace, the Franco regime incorporated elements of the corresponding discourses into its own memory discourse. The later the year of publication and the higher the age of the intended readership, the more signs of this process of incorporation appear in the textbooks. Examples of such traces can be found in the terms used to denote the Spanish Civil War, in the textbooks’ characterizations of the two opposing sides, and in their presentation of both the Francoist governmental system and the development of Spain under Francoism.

scholarly journals The politics of writing history

2014 ◽  
Vol 22 ◽  
pp. 45-55
Author(s):  
Sergiu Delcea
Keyword(s):  
High Schools ◽  
Research Question ◽  
History Textbooks ◽  
Small Scale ◽  
Cultural Reproduction ◽  
History Teaching ◽  
Politics Of History

After exhibiting one of the "hottest" instances of ethno-national related violence in all post-socialist transitions, early 90s Romanian society seemed to have "cooled" down in terms identitarian conflicts, hence making it even more surprising why an apparently small-scale debate concerning history textbooks quickly spiraled to the point of becoming a fully-fledged public scandal against a Government dubbed as "Anti-Romanian". The aim of this paper is thus to contribute to the overarching research question: Why did nationalism remain such a powerful force despite the fall of the Ceausescu regime? To provide a comprehensive answer the article looks at two, tightly interwoven, sides of cultural reproduction: the politics of history-teaching in Romanian high-schools and its more general background -historians' debates on nationalism. The conclusion reached through this analysis is that a conservation of ethno-centered nationalistic thinking about history was generated by a distorted understanding of professionalization of history qua science.

scholarly journals A Study on the Causes of the Disintegration of the Soviet Union in Chinese High School History Textbooks

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Hamrajan Hasanjan
Keyword(s):  
High School ◽  
Soviet Union ◽  
World History ◽  
History Textbooks ◽  
Important Research ◽  
Research Topics ◽  
History Teaching ◽  
The Soviet Union ◽  
School History ◽  
Cultural Exchanges

The disintegration of the Soviet Union in 1991 is one of the most important research topics in the history circles at home and abroad, and also an important knowledge point in the world history part of history teaching in middle schools in China. This paper selects the representative history textbooks of high school in China as the research object, summarizes the contents of the selected textbooks about the disintegration of the Soviet Union, focuses on the description of the causes of the disintegration of the Soviet Union in the history textbooks, summarizes and analyzes the contents, so as to let the Russian people understand the Russian concept of history in China’s high school education, and promote the cultural exchanges between China and Russia.

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