Racialized hegemony and nationalist mythologies: representations of war and peace in high school history textbooks, 1945–2005

2006 ◽  
Vol 3 (1) ◽  
pp. 19-37 ◽  
Author(s):  
Ken Montgomery
Keyword(s):  
High School ◽  
History Textbooks ◽  
War And Peace ◽  
School History

Japan's History Textbooks Debate: National Identity in Narratives of Victimhood and Victimization

Asian Survey ◽  
2007 ◽  
Vol 47 (5) ◽  
pp. 683-704 ◽  
Author(s):  
Alexander Bukh
Keyword(s):  
High School ◽  
National Identity ◽  
Junior High School ◽  
Junior High ◽  
History Textbooks ◽  
Ordinary People ◽  
Critical Perspective ◽  
Japanese People ◽  
National History ◽  
School History

This article examines the narratives of wartime victimhood and victimization in Japan's junior high school history textbooks in the early 1980s and in contemporary times from the perspective of national identity. Unlike most existing scholarship, this article argues that the narrative regarding the wartime suffering of the Japanese people can be seen as inducing a critical perspective on imperial wars and their disastrous impact on ordinary people. It also argues that contemporary narratives contest the notion of a monolithic Japanese identity and challenge Japan's monopoly over writing its own national history.

scholarly journals NATIONAL IDENTITY IN HIGH SCHOOL HISTORY BOOK

2017 ◽  
Vol 26 (2) ◽  
pp. 139
Author(s):  
M. Maman Sumaludin
Keyword(s):  
High School ◽  
National Identity ◽  
Critical Discourse Analysis ◽  
History Textbooks ◽  
Critical Discourse ◽  
History Textbook ◽  
School History ◽  
Form Of Government ◽  
The Government ◽  
History Book

This study aims to analyze national identity in history textbook at the level of senior high school. History textbooks contain material that influenced by ideology which closely related to national identity. The ideology is shown as a manifestation of the nation through history textbooks. The method used to find out the discourse of national identity in textbooks using Fairclough critical discourse analysis to analyze the contents and discourses of national identity in history textbooks. The results showed that the influence of the government is very strong on sample of history textbook. The influence is seen from the planting of the state ideology as a form of government obligation in an effort to shape the character and personality of the nation. In addition, it is done to strengthen national identity through education.

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