History Education and the Construction of National Identity in Singapore, 1945–2000

This paper explores the ways in which narratives speak to issues of national identity - its production, reproduction, and contextual performance. Drawing first upon literature in history education, the paper explores the multivoiced nature of the historical narratives which structure American national identity projects. The paper next employs phenomenological methodology in order to explore the narratives produced by students in speaking about school experiences, which they found to have a national component. In this section, there is a particular focus on the teacher as a powerful text as read by students - a curriculum of its own right. The paper concludes by moving to theorize, using phenomenological and post-structural analyses, the relationship between the personal and the national, lived and historical experiences - while maintaining a focus on the civic and pedagogical implications of the data analysis.

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History Education, National Identity, and the Road to Brexit

Teaching and Learning the Difficult Past ◽

10.4324/9781315110646-12 ◽

2018 ◽

pp. 182-200

Author(s):

Eleni Karayianni ◽

Stuart Foster

Keyword(s):

National Identity ◽

History Education ◽

The Road

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History, Collective Memories, or National Memories?

10.1093/oso/9780190230814.003.0013 ◽

2017 ◽

Cited By ~ 1

Author(s):

Mario Carretero ◽

Floor van Alphen

Keyword(s):

National Identity ◽

History Education ◽

Empirical Work ◽

Value Judgments ◽

National Narratives ◽

Moral Value ◽

Collective Memories ◽

School History ◽

Historical Figures ◽

History Narratives

This chapter analyzes differences between memory and history stemming from a theoretical distinction between romantic and idealized goals and enlightened and critical understanding goals of history education. National narratives and national identity are two key elements in the construction of both collective memories and history education. This chapter analyzes and provides examples of theoretical and empirical work involving six different dimensions of school history narratives: a homogeneous historical subject, identification processes, heroic and idealized key historical figures, a monocausal and teleological account of historical events, moral value judgments, and an essentialist conceptualization of nation and national identity. Finally, a concise analysis of school historical re-enactments as a cultural scenario, which greatly contributes to the interiorization of the previously mentioned narratives, is presented.

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Shaping unpredictable past: National identity and history education in Ukraine

National Identities ◽

10.1080/14608944.2010.508817 ◽

2011 ◽

Vol 13 (1) ◽

pp. 1-16 ◽

Cited By ~ 12

Author(s):

Karina Korostelina

Keyword(s):

National Identity ◽

History Education

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War of textbooks: History education in Russia and Ukraine

Communist and Post-Communist Studies ◽

10.1016/j.postcomstud.2010.03.004 ◽

2010 ◽

Vol 43 (2) ◽

pp. 129-137 ◽

Cited By ~ 14

Author(s):

Karina Korostelina

Keyword(s):

National Identity ◽

Secondary School ◽

Russian Federation ◽

Early Warning ◽

History Education ◽

History Textbooks ◽

Social Identities ◽

Potential Problems ◽

The Russian Federation ◽

Intergroup Perceptions

Many scholars stress that teaching about the shared past plays a major role in the formation of national, ethnic, religious, and regional identities, in addition to influencing intergroup perceptions and relations. Through the analysis of historic narratives in history textbooks this paper shows how the governments of the Russian Federation and Ukraine uses state controlled history education to define their national identity and to present themselves in relations to each other. For example, history education in Ukraine portrays Russia as oppressive and aggressive enemy and emphasizes the idea of own victimhood as a core of national identity. History education in the Russian Federation condemns Ukrainian nationalism and proclaims commonality and unity of history and culture with Russian dominance over “younger brother, Ukraine”. An exploration of the mechanisms that state-controlled history education employs to define social identities in secondary school textbooks can provide an early warning of potential problems being created between the two states.

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CLASSROOM MANAGEMENT IN THE TEACHING AND LEARNING OF HISTORY

Historia: Jurnal Pendidik dan Peneliti Sejarah ◽

10.17509/historia.v14i1.1916 ◽

2013 ◽

Vol 14 (1) ◽

pp. 49

Author(s):

Sri Handayani

Keyword(s):

National Identity ◽

Classroom Management ◽

Cultural Diversity ◽

Teaching And Learning ◽

History Education ◽

National Character ◽

Cooperative Group ◽

Educational Organization ◽

Educational Management ◽

The Past

History education, including the teaching and learning of history, is a form of teaching and learning that is establishing national character values as to develop critical and chronological thinking as well as to acquire knowledge about the past in order to understand and explain the development and the changes in society as well as socio cultural diversity in order to find national identity among world society. The goals of the teaching and learning will be achieved if the student are well managed. As to manage teaching and learning in a proper way, educational management is required. Teaching and classroom management are a certain activities or process in managing cooperative group efforts in educational organization as to reach the goals effectively and efficiently. The functions of management includes: planning, organizing, actuating, controlling and evaluating. History education requires the functions in order to manage teaching and learning to be productive. Productivity is reflected from the effectivity and efficiency of learning.

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