Comparing the Turkish and Iranian history textbooks in the sample of us and the other<p>Biz ve öteki örnekleminde Türk ve İran tarih ders kitaplarının karşılaştırılması

The work of "us and the other" in the history textbook researches is one of the topics that attracted the attention of the researchers recently. In this research, “Us and the other” sample tried to determine how Iran and relations with Iran are explained in high school history textbooks taught in Turkey and how Turks and relations with Turks are explained in the high school history text book which was taught in Iran. The study was a qualitative research and document and record examination methods and techniques were used. The texts in Turkish history textbooks and Iranian history textbooks were examined using "Historical Abuse Methods". In the content of the texts in the history textbook titled "Iran and World History", which was taught in the 3rd grade class in General High School in Iran, the historical abuse methods with the Turks and relations with Turks was processed by using misleading, jumping and denying methods. Secondary education in Turkey "History 9th grade", "History 10th grade" “Contemporary Turkish and World History "textbooks on Iranian History and Iranian history textbooks were explored by using the jump method from historical abuse methods. ÖzetTarih ders kitapları araştırmalarında “biz ve öteki” çalışmaları son dönemlerde araştırmacıların ilgisini çeken konulardan biridir. Bu araştırmada biz ve öteki örnekleminde İran’da okutulan lise tarih ders kitabında Türkler ve Türklerle olan ilişkiler ile Türkiye’de okutulan lise tarih ders kitaplarında İran ve İranla olan ilişkilerin nasıl anlatıldığı tespit edilmeye çalışılmıştır. Çalışma nitel bir araştırma olup doküman ve belge incelemesi yöntem ve teknikleri kullanılmıştır. Türk tarih ders kitapları ile İran tarih ders kitaplarında yer alan metinler “Tarihi Kötüye Kullanma Yöntemleri” kullanılarak incelenmiştir. İran’da Genel Lise III. sınıf Edebiyat bölümünde okutulan “İran ve Dünya Tarihi” adlı tarih ders kitabındaki metinlerin içeriklerinde Türkler ve Türklerle İlişkiler tarihi kötüye kullanma yöntemlerinden yanıltma, atlama ve yadsıma yöntemi kullanılarak işlenmiştir. Türkiye’de ortaöğretim “Tarih 9. Sınıf”, “Tarih 10. Sınıf” ve “12. Sınıf Çağdaş Türk ve Dünya Tarihi” ders kitaplarındaki metin içeriklerinde İran Tarihi ve İranla ilişkiler tarihi kötüye kullanma yöntemlerinden atlama yöntemi kullanılarak işlenmiştir.

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NATIONAL IDENTITY IN HIGH SCHOOL HISTORY BOOK

JURNAL PENDIDIKAN ILMU SOSIAL ◽

10.17509/jpis.v26i2.8887 ◽

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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With Bible in One Hand and Battle-Axe in the Other: Carry A. Nation as Religious Performer and Self-Promoter

Religion and American Culture A Journal of Interpretation ◽

10.1525/rac.1999.9.1.03a00020 ◽

1999 ◽

Vol 9 (1) ◽

pp. 31-65 ◽

Cited By ~ 1

Author(s):

Frances Grace Carver

Keyword(s):

High School ◽

History Textbooks ◽

The Other ◽

Commercial Culture ◽

Promised Land ◽

School History ◽

History Books

Why do high school history books mention Carry Nation and not other women (and there were many) who marched into saloons with hatchets, pokers, Bibles, and off-key accordians? And why is it that these history textbooks caricature her as a masculinized and menopausal megalomaniac rather than as a religiously inspired reformer who gave voice to the hopes of thousands of people longing for an alcohol-free promised land? The answer to the first question lies in Nation's own genius at self-promotion and her remarkably media-genic personality. She had undeniable charisma and a certain brilliance in making the most out of it. The answer to the second question lies in the even greater success of entrepreneurs who manipulated her public appeal to their own profit-making advantage by luridly packaging her personality and Crusade with brassy embellishments and blatant untruths. The commercial culture she sought to manipulate, in the end, got the best of her: retailers, reporters, and her so-called managers twisted her image to fit their own desires to turn a quick profit.

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

Learning & Education ◽

10.18282/l-e.v9i4.1653 ◽

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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