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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.

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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.

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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

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Introduction

Remembering the Second World War in Post-Soviet Educational Media

Barbara Christophe

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

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Narrating the Second World War

History Textbooks and Nation Building in Belarus, Russia, and Ukraine

Lina Klymenko

national identity construction and concluded that history education in Ukraine frequently presents Russia as an oppressive enemy of Ukraine. 5 In another article, I conceptualized a history textbook as a site of national memory by referring to the semantic

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Ad Fontes Digitales!?

Margins of Representation When Incorporating Medieval Sources into a German Digital History Textbook

Andreas Willershausen

transparent digital history textbook.” 36 Designed with a view toward the FUER competence model and developed by history education experts from the University of Eichstätt and at the Institute for Digital Learning, the book has since been published by

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Florian Helfer

German-Namibian declaration. 5 In the context of these developments, certain public myths about German colonialism became points of reference once again. In history education, fostering a sophisticated understanding of colonialism also means enabling

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Hieronymus Purwanta

the semester system into a quarterly system. Second, the History Education of the National Struggle ( Pendidikan Sejarah Perjuangan Bangsa (PSPB), which had been added to the 1984 curriculum, was removed. Third, the lessons were restructured to

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“The Community is Everything, The Individual is Nothing”

The Second World War in Russian History Education

Dagmara Moskwa

authorities, institutions operating under the auspices of the state, politicians) in order to shape and sustain certain interpretations of history in society. A major component of this form of politics of history is school history education. 16 My goal is to

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Shakespeare's Fools

A Piece in a Peacebuilding Mosaic

Maja Milatovic-Ovadia

reconciliation commissions, public trials, reparations payments, writing a common history, education, mass media, publicized meetings between representatives of the groups, the work of NGOs, joint projects and cultural exchanges. Further, the literature on