History textbooks

Tom French believes that China, Japan and South Korea are locked into a spiral of mutual suspicion, insecurity and even hate. So what should they do about it? He believes it’s time to jettison the hyper-nationalism and pursue mechanisms that lift the three countries beyond their troubled pasts.

Η παρούσα μελέτη ερευνά τα βιβλία Ιστορίας της α’ τάξης του Γυμνασίου από το 1975 μέχρι σήμερα, πιο συγκεκριμένα τις δια-Λογικές αναπαραστάσεις της δωρικής εγκατάστασης στον ελλαδικό χώρο και της τέχνης της γεωμετρικής περιόδου. Τα ερευνώμενα ζητήματα συμπλέκονται με δύο άξονες μελέτης, την κατασκευή της εθνικής ταυτότητας και τις έμφυλες αναπαραστάσεις. Η μέθοδος που χρησιμοποιείται είναι η Κριτική Ανάλυση Λόγου. Η δωρική εγκατάσταση σηματοδοτεί για τα σχολικά εγχειρίδια Αρχαίας Ιστορίας τη μετάβαση από της ελληνική προϊστορία στην ελληνική ιστορία, ενώ σχετίζεται με την εξασθένηση του προγενέστερου, μυκηναϊκού πολιτισμού. H ιστορική τομή που εισάγει η δωρική παρουσία στον ελλαδικό χώρο είναι δεδηλωμένα σαφής, αφού σηματοδοτεί την απαρχή του αμιγώς “ελληνικού” πολιτισμού. Η παρούσα έρευνα εξετάζει τα δια-Λογικά μέσα μέσω των οποίων δομείται ο ελληνικός εθνικός εαυτός, αποκαθαρμένος από τις μητριαρχικές επιρροές του μυκηναϊκού κόσμου.  Ενδιαφέρον εύρημα αποτελεί το ότι η έμφυλη διάσταση δηλώνεται και με την υπόρρητη παρουσίαση των πολιτισμών και της διαδοχής τους ως συλλογικότητες με ευδιάκριτη ταυτότητα/χαρακτήρα, σύμφωνα με τη γενική σύμβαση που δέχεται τους επικρατούντες πολιτισμούς ως αρσενικούς, ενώ τους υποταγμένους ως θηλυκούς, όπως στην περίπτωση της κρητομυκηναϊκής-δωρικής διαδοχής. Παράλληλα, ευδιάκριτη είναι η επιβίωση στο σχολικό Λόγο του εξελικτικού-πολιτισμικού μοντέλου που προβάλλει την πατριαρχία ως κορωνίδα του πολιτισμού ήδη από το 19ο αι.

This study presents the analysis of the discursive representation of the Dorian migration and the art of the geometric period in the Greek history textbooks of the first grade of high school from 1975 until today. The analysis follows two axes, the construction of the national identity and the representations of the gender. The method followed is Critical Discourse Analysis. The Dorian migration marks in Ancient History Textbooks the transition from Greek prehistory to Greek history and is related to the weakening of the earlier Mycenaean civilization. The historical transition introduced by the Dorian presence in Greece is clearly stated, since it marks the beginning of the purely "Greek" civilization. The present study examines the discursive means through which the Greek national self is structured, purified by the matriarchal influences of the Mycenaean world. An interesting
finding is that the dimension of gender is partly stated by the subliminal presentation of cultures as collectivities with distinct identity / character, according to the general convention which accepts the predominant cultures as males, while the subjugated as females, as in the case of the Cretomycenian-Dorian succession. At the same time, the survival of the evolutionary-cultural model that promotes patriarchy as a crown of civilization from the 19th century is noted.

In recent decades, the impact of postmodern approaches to history teaching has triggered an extensive worldwide debate that accommodates diverse and contrasting voices. This article examines how the education system of Religious Zionism, one of the most important ideological movements in Israel, copes with this issue. This inquiry, which is based on Peter Seixas’s conceptualization, analyzes the system’s history curriculum, its latest textbooks, and an array of lesson plans. The analysis reveals a complex method of coping with postmodernism, including the adoption of clearly postmodern attitudes at the declarative level and the neutralization of their influence in practice.

This study analyses the representation of different ethnic communities in Lithuanian history curriculum both in interwar period and nowadays. The main focus is on the multicultural heritage of three major Lithuanian cities – Vilnius, Kaunas and Klaipėda – and its understanding in two different periods of independent Lithuania – during the interwar period, when the first republic of Lithuania was created, and after the fall of Communism in 1990, when Lithuania became independent once again and started to develop new history curriculum. In this article the author seeks to briefly evaluate the importance of interwar history education to nowadays history education, and to distinguish the main differences and their causes. Résumé: Multiculturalisme dans la didactique historique: les cas Vilnius, Kaunas et Klaipeda L’étude ci-jointe analyse la représentation des différentes communautés interethniques dans le curriculum d’histoire lituanienne de la période de l’entre-deux-guerres et de nos...

This paper opens with a general consideration of modern education system and its position within nationalist ideology. Drawing on Michael Hechter's typology of nationalism, it proposes two types that are used as analytical tool for a discourse analysis of history textbooks in the context of the post-conflict society of BiH: state-affirming and state-denying nationalism. It follows by providing a background and review of the literature addressing the challenges of education reform in the Western Balkans, wherein ethnically exclusivist narratives of the past have been gradually transformed into more inclusive history teaching, allowing multi-perspective approach and different interpretations of historical events. The article proceeds to set out how this progress in BiH is still uncertain given its complex and ethnically segregated education system. Critical discourse analysis of two history textbooks dealing with the medieval Bosnia shows that their content may be interpreted to serve two mutually opposed outcomes: inclusive "civic" Bosnian nationalism, as well as exclusive "ethnic" Bosniak nationalism. Such a conclusion invites criticism and reconsideration of the structural problems and ideologies that have shaped educational processes in the past two decades.

In 1930, the engineer Theodoro Ramos published a book on vector calculus through the French publisher Albert Blanchard. The context of is publication, the publishing house where it was printed, the market for books of this kind in France, and the appearance of this topic in the history of calculus are discussed. Some of the contents and material aspects of several works of a similar nature published in the same period are compared with a view to bringing to light the innovations and consistencies of the book in question vis-à-vis this bibliographic corpus. Alongside its intrinsically mathematical aspects, the sometimes conflicting representations of the book by specialists and students in its trajectory between São Paulo and Europe are observed.

Το άρθρο αυτό δημοσιεύτηκε στο τεύχος #5 του ηλεκτρονικού περιοδικού Marginalia: σημειώσεις στο περιθώριο. https://marginalia.gr/arthro/sfyrilatontas-tin-ethniki-syneidisi-to-makedoniko-zitima-sta-scholika-egcheiridia-istorias/.
Ο τρόπος παρουσίασης του Μακεδονικού Ζητήματος στα σχολικά εγχειρίδια Ιστορίας, ο εθνικισμός που διαχέεται υπόρρητα μέσω άλλων μαθημάτων του ωρολόγιου προγράμματος, όπως τα αρχαία ελληνικά, καθώς και οι σχολικές εθνικές γιορτές, οι οποίες συνοδεύονται από εκδηλώσεις εθνικιστικού χαρακτήρα (π.χ. μαθητικές παρελάσεις) συμβάλλουν στην παραγωγή ενός εθνοκεντρικού τρόπου σκέψης, ο οποίος παρακωλύει την αλληλοκατανόηση και συνεννόηση των γειτονικών λαών. Κάπως έτσι σφυρηλατείται ένας ανασφαλής και φοβικός «εθνικός εαυτός», ο οποίος αισθάνεται ότι τα –υποτίθεται αναλλοίωτα στον χωροχρόνο και ανέγγιχτα από αλληλεπιδράσεις– εδαφικά και πολιτισμικά του κεκτημένα βρίσκονται υπό διαρκή απειλή και αμφισβήτηση. Αυτή η ανασφάλεια, σε συνδυασμό με μια πολεμοχαρή εθνική συνείδηση, που καλλιεργείται μέσω της υπερβολικής έμφασης στα πολεμικά γεγονότα και όχι στα ειρηνικά έργα, εκτρέφει τον εθνικισμό, τον ρατσισμό, τη μισαλλοδοξία, την ακροδεξιά, το νεοφασισμό και το νεοναζισμό, τα οποία δεν αποτελούν πλέον περιθωριακά φαινόμενα, αλλά έχουν μετατοπιστεί στο επίκεντρο της πολιτικής σκηνής.

Há no ensino de História uma grande dificuldade em incorporar a educação ambiental, mesmo, especificamente, o meio ambiente como tema contemporâneo transversal.  A educação ambiental é ofertada de modo fragmentado, em geral, ministrada com exclusividade nas disciplinas das ciências naturais. Ora, a História tem tanto a oferecer para a educação ambiental quanto a Biologia e a Geografia, quando superado a visão disjuntiva entre o mundo natural e social, então entendemos que os desafios ambientais são frutos da inter-relação entre diferentes configurações sociais e ecossistemas biofísicos. O presente livro busca compreender o distanciamento entre a disciplina História e a educação ambiental e com isso contribuir para procurar caminhos de aproximação.

O presente artigo explora os discursos e perspectivas sobre a Abolição da Escravidão transmitidos pelos livros didáticos de História do Brasil do início do século XX até a década de 1980. Para tanto, considerou-se as atuais linhas teóricas de pesquisa, baseadas em autores como Alain Choppin e Circe Bittencourt, que pensam os manuais escolares como documentos históricos, objetos da cultura material responsáveis por produzir e disseminar valores de determinada época, com intenções específicas e parciais. Além disso, são objetos cuja função ultrapassa o caráter ideológico, pois representam currículos, pedagogias e métodos escolares e editoriais que também são históricos. A pesquisa busca aliar tanto o campo das representações quanto o campo metodológico-pedagógico para a análise de alguns autores clássicos de diferentes momentos da produção didática brasileira, como Antônio José Borges Hermida e Joel Rufino dos Santos. Partindo da problemática de como é representado o tema da Abolição e qual o lugar concedido aos negros escravos nessas fontes - considerando a articulação entre textos e imagens - pode-se refletir a construção e consolidação de perspectivas sobre a História e o papel da escola nesse processo.
Palavras-chave: Livros Didáticos; Abolição; Escravidão; Ilustrações; Representações.

Embedded in transitional justice processes is an implicit reference to the production of collective memory and history. This article aims to study how memory initiatives become a crucial component of truth-seeking and reparations processes. The article examines South Korea's Truth and Reconciliation Commission and the creation of collective memory through symbolic reparations of history revision in education. The South Korean Truth and Reconciliation Commission recommended a set of symbolic reparations to the state, including history rectification reflective of the truth on human rights violations. Using political discourse analysis, this study compares the South Korean Truth and Reconciliation Commission's Final Report to the 2016 national history textbook. The article finds that the language of human rights in state sponsored history revisions contests the findings of the truth commission. And in doing so, this analysis argues for the need to reevaluate the government-initiated memory politics even in a democratic state that instituted numerous truth commissions and prosecuted former heads of state. The discourse on post-conflict societies and transitional justice centers upon a common understanding of the importance of truth-seeking, reparations, criminal justice, legislative changes, and institutional reforms in addressing past abuses of a state. Embedded in these transitional justice processes is a reference to memory. Framed in transitional justice discourse, memory is regarded as " a silent shibboleth of the field " (Manning, 2017: 5), one that serves the role of a " register that organizes its most taken-for-granted principles that demand confrontations with the past in order to renew the present " (Manning, 2017: 5). The confrontation is a process that societies need to undergo to progress socially and amend the trauma of the past (Manning, 2017: 31). Such processes often involve state authorities and actors who use memory as a tool to reproduce history and strengthen a political order in states undergoing transition.

The content and the use of history textbooks are defined by political contexts and vary from one social and educational context to the other. This study constitutes a historical review of educational policies that took place in Greece from the establishment of the state until nowadays. This examination is linked with the development of history textbooks in the country in order to identify how and to what extent history textbooks and history education in general was influenced by these particular policies. The conclusions of this study indicate that history textbooks were manipulated by different political systems in order to controversial political ideologies to be served and diffused into the Greek society. They were also used as the only authorised means which could be used in history classes since they included the 'true' historical knowledge. Additionally, they were employed to provide homogeneity in education cultivating mostly national feelings and consciousness. The paper suggests that textbooks and history textbooks in particular should be liberated by the asphyxiating control of the state in order multiple voices about the past to be heard. By this way, the development of historical thinking and awareness could be achieved by pupils, an objective that is clearly stated in the history curriculum of 2003.

"Livro didático" é categoria ideal-típica designadora de um artefato que "apresenta o conhecimento". Etimologicamente, neste verbete, a expressão é composta pelo termo latino libro (fibra vegetal usada como suporte da escrita) e pela derivação adjetiva grega didáskei (modo de apresentar o conhecimento).

Our focus is on the ways in which the production practices at educational publishers indicate some quite dramatic shifts in conceptions of "colonialism" and "Africa". But we also explore the tension which apprears when authors actively aim to change representations but remain within - and thus reconstute - an overarching discourse of western modernisation.

Recent years have brought increased interest in issues around representations of colonialism. This chapter provides an overview of textbook analyses on this subject published in the last two decades, to the end of identifying trends and pinpointing gaps in the research. Extant studies approach textbooks from perspectives relating to the Self and the Other or to Memory Studies or via the Concept of Knowledge. Many of them focus on European colonialism of the nineteenth century, with history textbooks predominating as objects of analysis. I will argue that there is a need to overcome these specific preoccupations and carry out a greater number of systematically proceeding comparative studies. Further approaches with potential for future research include taking the visual elements of textbooks into consideration in analysis and conducting comparative analyses of textbooks and other media.

in: The Palgrave Handbook of Textbook Studies, pp 281-292.

Welche Deutungsmuster befinden sich im Themenfeld Reformation, Katholizismus und Hexenverfolgungen in österreichischen Schulbüchern? Wird mit den Schulbuchdarstellungen diesbezüglich historisches Denken möglich, indem Multiperspektivität, Kontroversität und Pluralität verwirklicht werden? Diese Fragen behandelt der Beitrag.

Social studies education has had a turbulent history as one of the core subjects in the school curriculum. The fundamental content of the social studies curriculum – the study of human enterprise across space and time –however, has always been at the core of educational endeavors. It is generally accepted that the formal introduction of social studies to the school curriculum was instigated by the 1916 report of the National Education Association's Committee on Social Studies, which emphasized development of citizenship values as a core aim of history and social science education. Earlier commissions of the N.E.A. and American Historical Association heavily influenced the Committee on Social Studies recommendations. The roots of the contemporary social studies curriculum, therefore, can be traced to two distinct curriculum reform efforts: the introduction of academic history into the curriculum and citizenship education. There is widespread agreement that the aim of social studies is citizenship education, that is the preparation of young people so that they possess the knowledge, skills, and values necessary for active participation in society. This apparent consensus, however, has been described as almost meaningless because social studies educators continue to be at odds over curricular content as well as the conception of what it means to be a good citizen. Since its formal introduction into the school, social studies curriculum been the subject of numerous commission and blue-ribbon panel studies, ranging from the sixteen-volume report of the American Historical Association's Commission on Social Studies in the 1930s to the more recent movement for national curriculum standards. Separate and competing curriculum standards have been published for no less than seven areas of that are part of the social studies curriculum: United States and global history, economics, geography, civics, psychology, and social studies. Social studies curriculum is defined a lack of consensus and has been an ideological battleground with ongoing debates over its nature, purpose, and content. Historically there have been a diverse range of curricular programs that have been a prominent within social studies education at various times, including the life adjustment movement, progressive education, social reconstructionism, and nationalistic history. The debate over the nature, purpose, and content of the social studies curriculum continues today, with competing groups variously arguing for a social issues approach, the disciplinary study of history and geography, or action for social justice as the most appropriate framework for the social studies curriculum.

While most studies of war propaganda assume a consistent nationalist
ideology, 1990s war propaganda in the former Yugoslavia was produced
against a backdrop of a yet-undismantled socialist ideological system.
This article examines the strategies employed in transforming and
manipulating Second World War (SWW) narratives in order to spread
propaganda in three of the former Yugoslav republics (Bosnia-
Herzegovina, Croatia, and Serbia) during the 1990s wars. It outlines
five discursive strategies used by textbook authors in tweaking SWW
narratives to fit present-day objectives. Despite an obvious effort
invested by elites, we find that the revisions were done far from a systematic manner, often resulting in chronologically and ideologically
incoherent narratives. We demonstrate that history rewriting in wartime
is frequently a piecemeal, haphazard project, and point to the relevance
of examining the broader structural transformations within which
narrative rewriting occurs.

Ein Bild ist nicht einfach eine Ikone, sondern es wird dazu gemacht. Dabei steht ein Bild für einen historischen Ereigniszusammenhang und bekommt Bedeutung über den konkreten Entstehungskontext hinaus; in diesen Fällen kann es als „historisches Referenzbild“ gesehen werden. Im vorliegenden Beitrag wird die Entstehungs- und Distributionsgeschichte der sogenannten „Ikone der Vernichtung“ aus dem Deutsch-Herero-Krieg behandelt. Es soll aufgezeigt werden, wie der Fotografie verschiedene Bedeutungen zugeschrieben wurden und wie es sowohl in pro-kolonialen wie auch anti-kolonialen Kontexten verwendet wurde. Mit einer Analyse der Bildnutzung in Geschichtsschulbüchern und in der Online-Enzyklopädie Wikipedia kann darüber hinaus die nationale und internationale Distribution nachgezeichnet werden. Daran schließt sich die Frage an, welche Eigenschaften des Bildes diese Verbreitung beförderten. Vor dem Hintergrund der Geschichte und den Bildqualitäten soll abschließend die Frage angerissen werden, wie heute mit der Fotografie umgegangen werden sollte.

L’Unione sovietica è stata sicuramente il paese che nel XX secolo ha più investito nei progetti educativi al fine di costruire l’identità di un cittadino impegnato nella vita pubblica e dedito al lavoro collettivo. Scopo del presente volume è quello di studiare il tema della formazione del cittadino sovietico grazie all’utilizzo di una molteplicità di fonti inedite. La ricerca si sofferma in primo luogo sulle vicende dell’insegnamento della storia e dei principi costituzionali, qui ripercorse sulla scorta di un’ampia analisi della manualistica e dei libri di testo in uso nelle scuole prima e dopo la Rivoluzione d’ottobre; approfondisce le pratiche educative e le forme d’indottrinamento patriottico riservate ai fanciulli e ragazzi abbandonati, o ai figli di donne recluse nei Gulag e rinchiusi negli orfanotrofi di Stato; ricostruisce altresì la complessa evoluzione della psicopedagogia sovietica (pedologija) e le vicissitudini che contrassegnarono gli specialisti di tale disciplina negli anni delle purghe staliniane, illustrando il fondamentale ruolo esercitato dal noto pedagogista Anton S. Makarenko dopo il fallimento del modello educativo di stampo collettivistico; analizza, infine, le origini e gli sviluppi di un ben delineato filone di letteratura per l’infanzia, con i suoi piccoli eroi, i suoi personaggi negativi, le sue storie talora profondamente drammatiche, le forti immagini della violenza e della guerra.