The Cold War had a variety of impacts on Swiss schools. This article focuses on how schools, and especially their history curricula, became the vehicle with which to launch a “National Spiritual Defense“ (Geistige Landesverteidigung) against Communism. During the Cold War era, especially in the 1950s and 1960s, teachers' journals and textbooks analyses revealed tendencies connected to a heroic, teleological master narrative of Switzerland's national history. The “cultural memory“ (Assmann) was seemingly designed to strengthen the “Swiss spirit.“ It also provided patterns from which to explain the ongoing Cold War conflict. In the 1970s, educators and politicians assigned the schools the new task of assisting in national military defense efforts.
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The Cold War in Swiss Classrooms
History Education as a “Powerful Weapon against Communism“?
"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."
Eva Insulander, Fredrik Lindstrand, and Staffan Selander
Multimedial and multimodal communication arouse interest in many fields of research today. By contrast, little attention is paid to multimodality in relation to designs for learning, especially in relation to representations of knowledge on an aggregated level. By analyzing three multimodal texts about the Middle Ages, including a textbook, a film series and a museum exhibition, this article provides insight into the role of multimodal designs for learning in a school context.
Negotiating the Nation in History
The Swedish State Approval Scheme for Textbooks and Teaching Aids from 1945 to 1983
Henrik Åström Elmersjö
the rise of education for democratic citizenship in most western European countries, history education in general and nationalistic history education in particular were questioned. 4 The same doubts had arisen in the interwar period, but these were
New Trends in History Textbook Research
Issues and Methodologies toward a School Historiography
Maria Repoussi and Nicole Tutiaux-Guillon
This article traces the developments within history textbook research as presented at the 2009 conference of the International Society for History Didactics (ISHD), held in cooperation with the Georg Eckert Institute for International Textbook Research in Braunschweig, Germany. The article claims that significant developments reveal school historiography to be a challenged area for history didactics. Key concepts and theoretical frames require further discussion in order to develop history didactics not only as an area for social and political responsibilities but also as a theoretical discipline.
Henrik Åström Elmersjö and Daniel Lindmark
History as a school subject has been a thorny issue for advocates of peace education at least since the 1880s. Efforts, including the substitution of cultural history for military history, have been made to ensure that history teaching promotes international understanding, not propagates chauvinism. The Norden Associations of Scandinavia, which were involved in textbook revision since 1919, achieved some success by altering contents, but national myths remained central to each country's historical narrative, making it difficult to give history education its desired international orientation.
history education in India, focusing on textbooks during three periods: colonial India, post-independence India (NCERT Set 1), and the BJP period (NCERT Set 2). The fourth and final section reviews these textbooks by applying the social identity theories
Raymond Nkwenti Fru and Johan Wassermann
] are published within the political and economic constraints of markets, resources and power.” 33 This darker side of the role of history textbooks evokes the question of the underlying purpose of history education. If this purpose is to build a
Remembering the Second World War in Post-Soviet Educational Media
actors who have taken part in standardizing and unifying history education since 2013, moves to a diachronic and synchronic comparison of textbooks for Russian and world history published by two different publishing houses, and concludes with some
‘We Are the Citizens of a Nation Called Lebanon’
An Ethnographic Case on Sectarianism in Lebanon and the Limits It Imposes on Its Youth
sectarianism in Germany to be quite an informative piece, defining sects and sectarianism as a social structure, which is the case in Lebanon, as well this article will show. Moreover, Yoder's (2015) tackles the case of history education in Lebanon, claiming