After several decades of political conflict and turbulence, in 1815 the Netherlands became a constitutional monarchy. In the ensuing process of nation-building, history education was considered an important means to instill feelings of national unity and concord into the hearts of children. This article seeks to investigate how this was possible in view of the recent revolutionary past. It analyzes accounts in history textbooks for primary education of the Patriot Revolt against Stadholder William V that took place in the 1780s and was suppressed in 1787, and of the Batavian Revolution that took place in 1795 and put an end to his rule. Although in many cases the historical narratives of these politically controversial events were adapted to suit the purpose of nation-building, the revolutionary past was by no means forgotten.
Remembering or Forgetting?
Accounts of the Recent Revolutionary Past in Dutch History Textbooks for Primary Education in the Early Nineteenth Century Author
Archaeological Narratives in Greek History Textbooks
From Texts to Pupils’ Interpretations
Maria Repoussi and Konstatina Papakosta
history and historical culture 30 and, on the other, that of theories of resistance. 31 Public history and historical culture studies highlight the multiple trajectories that influence history education in an informal but decisive way. Commemorations
The “Imagined Other”
A Political Contextual Analysis of Secular and Hindu Nationalisms in Indian History Textbooks
BJP in 2000. This framework assigned the social sciences (especially history) the lofty task of “inculcating a sense of pride in the country and in being an Indian” and approached history education as a tool to “strengthen national identity” and to
Memory Practices in the Classroom
On Reproducing, Destabilizing and Interrupting Majority Memories
Johanna Ahlrichs, Katharina Baier, Barbara Christophe, Felicitas Macgilchrist, Patrick Mielke, and Roman Richtera
This article draws on memory studies and media studies to explore how memory practices unfold in schools today. It explores history education as a media- saturated cultural site in which particular social orderings and categorizations emerge as commonsensical and others are contested. Describing vignettes from ethnographic fieldwork in German secondary schools, this article identifies different memory practices as a nexus of pupils, teachers, blackboards, pens, textbooks, and online videos that enacts what counts as worth remembering today: reproduction; destabilization without explicit contestation; and interruption. Exploring mediated memory practices thus highlights an array of (often unintended) ways of making the past present.
Marc Kropman, Carla van Boxtel, and Jannet van Drie
The narratives about a nation's past taught in history education are a major focus of international research. 1 In many countries, textbooks are by far the most accessible sources of historical information for both pupils and teachers. The texts
“The Pearl Harbor of the Twenty-first Century”?
A Comparative Analysis of Pearl Harbor and 9/11 in History Textbooks
Daniel Berman and Jeremy Stoddard
York: Routledge, 2011), 223–236. For the studies on the impact of memory on history education, see Felicitas Macgilchrist, Barbara Christophe and Alexandra Binnenkade, “Introduction Memory Practices and History Education,” Journal of Educational Media
Working with the Cold War
Types of Knowledge in Swedish and Australian History Textbook Activities
Niklas Ammert and Heather Sharp
, but also as informed citizens post-schooling. The similarities in the overarching purposes of history education in Australia and in Sweden provide a sound base to begin a comparative analysis of the activities that accompany content in textbooks. The
Migration and Migrants between the Favorable and the Problematic
A Discourse Analysis of Secondary School Turkish History Textbooks from 1966 to 2018
amid the country's shifting political forces, including throughout the pro-Western Menderes era of the 1950s, an era whose longevity demonstrates the role of political orientations in shaping the conceptions of history education. Textbooks presenting
Challenging Substantive Knowledge in Educational Media
A Case Study of German History Textbooks
Lucas Frederik Garske
Since the task of history education to impart scientifically determined knowledge about the past was widely abandoned in the mid-twentieth century, 2 there has been a shift toward a narrativist paradigm in which history is considered a cognitive
"Mandela, the Terrorist"
Intended and Hidden History Curriculum in South Africa
This article focuses on how some aspects of the South African history curriculum are interpreted and "lived out" in two South African high schools. The article introduces the history curriculum reconstruction process and its surrounding developments from 1994 until the release of the National Curriculum Statement in 2003. It then focuses on the curricular intentions, which reflect the reorganization of history teaching and serve as a benchmark for teachers. Using empirical data gathered in Afrikaans schools, I describe how classroom practices represent the history curriculum. The data indicates that schools provide space for curriculum modification and the creation of a "hidden curriculum."