scholarly journals „Trzy nierówne połówki” odrodzonej Polski, czyli pierwsze miesiące niepodległości w świetle współczesnych podręczników do nauczania historii w szkołach ponadpodstawowych i ponadgimnazjalnych

2021 ◽  
pp. 119-149
Author(s):  
Marek Białokur
Keyword(s):  
21St Century ◽  
History Textbooks ◽  
School History ◽  
History Books

The presented article is an attempt to show the challenges Poland faced just after regaining independence in 1918. The source of the article are school history textbooks published at the end of the 20th and the beginning of the 21st century. These types of studies are among the most popular and most important history books, which is determined by their nature and audience.

scholarly journals Tarih Öğretiminde Öğrencilere Yönelik Yayımlanan Ticari Kitaplara İlişkin Yazar Görüşleri / The Opinions of Author Related to Trade Books Published for Students in History Teaching

2018 ◽  
Vol 7 (3) ◽  
pp. 632
Author(s):  
Yeliz Kale
Keyword(s):  
Descriptive Analysis ◽  
History Textbooks ◽  
Trade Books ◽  
Purposeful Sampling ◽  
Analysis Technique ◽  
School History ◽  
History Learning ◽  
Participant Group ◽  
The Right ◽  
History Books

<p><strong>Abstract</strong></p><p>Students' history reading and learning materials are not limited to school history textbooks. One of the tools of history learning is trade books. Trade books are one of the important materials that can influence the shaping of the students' knowledge and consciousness of history. The purpose of this study is to determine the opinions of authors on published trade history books for students. This study was designed as a qualitative one. The participant group of the study consisted of six authors who write trade books for students. In this study, the criterion sampling method was used as one of the ways of purposeful sampling to specify the study group. The data were collected with a questionnaire consisting of open-ended questions. The data obtained were analyzed by using the descriptive analysis technique. According to the findings of the study, it was observed that the participants emphasized the use of scientific and reliable sources as the criteria they considered while writing a book. The participants think that books can help students to enrich their knowledge, make learning easier, contribute to reading, and increase interest in history. It was determined that the participants' opinions about the difficulties they encountered in writing the books varied. Half of the participants stated that in history trade books, there are problems such as exaggerated expressions and interpretations, diversion from academic historicism, misinformation. In terms of the features that should be included in a qualified trade history book written for the students; it has been determined that books emphasize the importance of being unbiased, written, entertaining, intriguing, with the right information.</p><p><strong>Öz</strong></p><p>Öğrencilerin tarih okuma ve öğrenme materyalleri sadece okuldaki tarih ders kitapları ile sınırlı değildir. Tarih öğrenmenin araçlarından biri de ticari kitaplardır. Ticari kitaplar öğrencilerin tarih bilgisinin ve bilincinin şekillenmesine etki edebilecek önemli materyallerden biridir. Bu araştırmanın amacı, öğrencilere yönelik yayımlanan ticari tarih kitaplarına ilişkin yazarların görüşlerini belirlemektir. Çalışmada nitel araştırma yöntemi kullanılmıştır. Araştırmanın katılımcı grubunu öğrencilere yönelik ticari kitap yazan altı yazar oluşturmuştur. Katılımcıların belirlenmesinde amaçlı örnekleme yöntemlerinden, ölçüt örnekleme yöntemi kullanılmıştır. Araştırmada veriler, açık uçlu sorulardan oluşan bir anket ile toplanmış ve elde edilen veriler betimsel analiz tekniği ile çözümlenmiştir. Araştırmanın bulgularına göre, katılımcıların kitap yazarken dikkate aldıkları kriter olarak, bilimsel ve güvenilir kaynaklardan yararlanılması konusuna daha çok vurgu yaptıkları görülmüştür. Katılımcılar, kitapların öğrencilere; bilgilerini zenginleştirme, öğrenmeyi kolaylaştırma, okumaya katkıda bulunma, tarihe ilgiyi artırma konusunda yarar sağlayabileceğini düşünmektedir. Katılımcıların, kitapları yazarken karşılaştıkları zorluklar ile ilgili görüşlerinin ise çeşitlilik gösterdiği tespit edilmiştir. Katılımcıların yarısı ticari tarih kitaplarında; abartılı anlatım ve yorumların olması, akademik tarihçilikten uzaklaşılması, bilgi yanlışlarının olması gibi sorunların olduğunu ifade etmiştir. Öğrencilere yönelik yazılan nitelikli bir ticari tarih kitabında bulunması gereken özellikler konusunda; kitapların doğru bilgilerle tarafsız yazılması, eğlenceli, ilgi çekici, merak uyandırıcı olması gerektiğine ilişkin görüşün daha çok vurgulandığı tespit edilmiştir.</p>

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

1999 ◽  
Vol 9 (1) ◽  
pp. 31-65 ◽  
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.

scholarly journals School History Textbooks in the 21st Century

2021 ◽  
Vol 2021 (2) ◽  
Author(s):  
Christian Bunnenberg
Keyword(s):  
21St Century ◽  
History Textbooks ◽  
School History

The Mikado and the Shogun (P.V. Narasimha Rao and Arjun Singh)

2018 ◽  
Author(s):  
R.V. Vaidyanatha Ayyar
Keyword(s):  
Social Justice ◽  
Prime Minister ◽  
Political History ◽  
Indian Education ◽  
Political Agenda ◽  
Education Policies ◽  
School History ◽  
Economic Ideology ◽  
Personality And Politics ◽  
History Books

This chapter describes the personality and politics of Arjun Singh who was Minister of MHRD for about nine years in two spells (1991–95 and 2004–9), and left a deep imprint on Indian education policies. It also describes the developments during 1991–6, a watershed in Indian economic and political history which among others marked the end of Nehruvian era and the unquestioned sway of hegemony of the liberal-left ideas about nationalism, identity, and secularism which were regnant from Independence. It outlines how Arjun Singh built his political career around a fiery commitment to secularism, leftist economic ideology, and social justice, and how that commitment served him well in his battles with political rivals including the Prime Minister P. V. Narasimha Rao. It also outlines Arjun Singh’s strategic use of MHRD to cultivate ‘progressive’ intellectuals, and further his political agenda. It elaborates the conceptual underpinnings of the perennial controversy about school history books, and offers a blow by blow account of the controversy during period 1967–1996 which includes the reign of Indira Gandhi, Janata Party, and P.V. Narasimha Rao.

Narrative Strategies Regarding Japanese Ethnic Origins and Cultural Identities in Japanese Middle-School History Textbooks

2010 ◽  
Vol 2 (1) ◽  
pp. 97-112 ◽  
Author(s):  
Ryôta Nishino
Keyword(s):  
Middle School ◽  
Ethnic Group ◽  
History Textbooks ◽  
Cultural Identities ◽  
Narrative Strategies ◽  
Long Period ◽  
School History ◽  
Middle School History ◽  
Japanese Identity ◽  
Ethnic Origins

This article examines how middle school history textbooks published between 1951 and 1995 explain the origins of the Japanese as an ethnic group (minzoku). The analysis shows that despite the relatively long period from which the sample of textbooks was taken, these texts continue to emphasize two categories of Japanese identity: a biologically heterogeneous people through prehistoric immigration and a unified language. Building on the latter theme, the textbooks continued to treat the innovation of the kana as a quintessential development underlying the Japanese cultural achievement. The analysis reveals that the narrative tone shifted from being emotive in the early 1950s texts to somewhat muted in later decades.

Sign in / Sign up

Export Citation Format

Share Document