Representations of the Holocaust in Albanian Secondary School History Textbooks since the Educational Reform of 2004

2020 ◽  
Vol 12 (1) ◽  
pp. 96-120
Author(s):  
Esilda Luku
Keyword(s):  
Quantitative Analysis ◽  
Secondary School ◽  
Qualitative Content Analysis ◽  
History Textbooks ◽  
Curricular Reform ◽  
School History ◽  
The Holocaust ◽  
Global Mapping ◽  
Narrative Patterns ◽  
International Status

This article examines the extent to and the ways in which the Holocaust is presented in Albanian secondary school history textbooks. It offers a quantitative analysis of the space devoted to the Holocaust in proportion to the textbooks’ overall content and a qualitative content analysis based on the narrative patterns outlined in the UNESCO report The International Status of Education about the Holocaust: A Global Mapping of Textbooks and Curricula. It demonstrates that Albanian textbooks offer scant coverage of the Holocaust, but that some changes regarding the conceptualization, contextualization, and narrative of the Holocaust have been implemented since the curricular reform of 2004.

Islam and Muslim Cultures in Quebec French-language Textbooks over Three Periods

2011 ◽  
Vol 3 (1) ◽  
pp. 5-24 ◽  
Author(s):  
Béchir Oueslati ◽  
Marie McAndrew ◽  
Denise Helly
Keyword(s):  
Secondary School ◽  
History Textbooks ◽  
French Language ◽  
Positive Role ◽  
School History ◽  
Key Concepts ◽  
Quebec French ◽  
Language Textbooks

This article examines the evolution of the representation of Islam and Muslim cultures in textbooks in Quebec. Results indicate signicant improvements in the new secondary school history textbooks, both quantitatively (for they contain more information about pillars, key concepts, and relations with Christianity and Judaism) and qualitatively (on account of their depth of coverage, fewer negative views than in the 1980s, and fewer factual errors than in the 1990s). The positive role played by Muslim scientists in preserving old knowledge and enriching is also recognized. However, textbooks still view Islam as a religion of submission, proscriptions, and forced conversion, failing to recognize the diversity within Islam and Muslim cultures.

Problematic Portrayals and Contentious Content

2013 ◽  
Vol 5 (2) ◽  
pp. 20-38 ◽  
Author(s):  
Stuart Foster ◽  
Adrian Burgess
Keyword(s):  
Detailed Analysis ◽  
Jewish Life ◽  
National Curriculum ◽  
History Textbooks ◽  
National Report ◽  
School History ◽  
The Holocaust ◽  
Aged Eleven

This article reports on a study about the ways in which the Holocaust is portrayed in four school history textbooks in England. It offers detailed analysis and critical insights into the content of these textbooks, which are commonly used to support the teaching of this compulsory aspect of the history National Curriculum to pupils aged eleven to fourteen. The study draws on a recent national report based on the responses of more than 2,000 teachers and explicitly uses the education guidelines of the International Holocaust Remembrance Alliance (IHRA) as a benchmark against which to evaluate the textbook content. It identifies a number of potentially alarming findings of which two themes predominate: a common tendency for textbooks to present an “Auschwitz-centric,” “perpetrator narrative” and a widespread failure to sensitively present Jewish life and agency before, during, and after the war. Ultimately, the article calls for the improvement of textbook content, but equally recognizes the need for teachers to be knowledgeable, judicious, and critical when using textbooks in their classrooms.

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