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."
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"Mandela, the Terrorist"
Intended and Hidden History Curriculum in South Africa
The Cold War in Swiss Classrooms
History Education as a “Powerful Weapon against Communism“?
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.
This article deals with religious discourse in modern history school textbooks in Ukraine that cover early modern times in Ukrainian history. It analyzes the place of religious discourse within national discourse, the correlation between local Ukrainian religious and more general discourse, and the representation of the relationships between Christian churches. Further, it defines a methodological approach and assesses the accuracy of facts presented in textbooks as well as the interpretation of religious life, normative language, and denominational labeling. It demonstrates the discrepancy between the achievements of academic historiography and school history, including the isolated and exclusive nature of history discourse in Ukrainian schools today.
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.
Visual History Lessons Told by Der Spiegel
Picture-type Analysis of History Narratives Conveyed by the German Magazine
Horst-Alfred Heinrich and Claudia Azcuy Becquer
quantitative image analysis method. 11 In particular, political efforts to instrumentalize the past might be important for history education as it can sensitize pupils to the different political purposes for which history can be used. Our article starts with
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.
impulses.” 1 The first ten volumes certainly do justice to this objective. The twelve special issues they contain address a broad range of topics ranging from history education and identity politics to memory studies and religious studies as well as
Transformation and Continuity in Urban Space
The Smartphone as a Companion to Digital Teaching and Learning Processes in Extracurricular Learning Settings
Julian Zimmermann, Julian Happes, and Nadja Bergis
or day trips to a local historical neighborhood, museum, or memorial site, are a key part of history education. 4 A glance at the current discourse in educational sciences reveals a particular demand for extracurricular learning locations, 5 a trend