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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.

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Migration and Migrants between the Favorable and the Problematic

A Discourse Analysis of Secondary School Turkish History Textbooks from 1966 to 2018

Önder Cetin

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

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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

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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

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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

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The Cold War in Swiss Classrooms

History Education as a “Powerful Weapon against Communism“?

Nadine Ritzer

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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Tetiana Shevchenko

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.

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Eva Insulander, Fredrik Lindstrand, and Staffan Selander

Abstract

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.

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"Mandela, the Terrorist"

Intended and Hidden History Curriculum in South Africa

Henning Hues

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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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