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
Marc Kropman, Carla van Boxtel, and Jannet van Drie
The Ethics of Vulnerability and Agency in Research with Girls in the Sex Trade
Alexandra Ricard-Guay and Myriam Denov
. While it is important to acknowledge the abuses committed against minors in the sex trade, this one-dimensional narrative may come into opposition with how the girls themselves perceive their experiences, and may actually hinder an understanding of the
Engaging and Educating Adolescents in History Museums in Europe
History museums in Europe are transnationalizing their narratives. In contemporary historical sections they also increasingly include references to European integration and the present-day European Union. This "transnational turn" within a predominately European narrative frame meets the "educational turn." Museums attempt to transform themselves into more interactive spaces of communication. The meeting of these "turns" creates particular challenges of engaging and educating adolescents. I argue that in responding to these challenges, history museums in Europe so far use three main strategies: personalizing history, simulating real life decision-making situations, and encouraging participative narrating of the adolescents' own (transnational) experiences.
Western rescue narrative in which a white mutant, Wolverine, saves her ( Dar 2008 ). In contrast to Dust, Kamala Khan is a fashionable 16-year-old Pakistani-American girl who combats crime, racism, and Islamophobia in Jersey City, New Jersey. Deploying her
Robyn Singleton, Jacqueline Carter, Tatianna Alencar, Alicia Piñeirúa-Menéndez, and Kate Winskell
constructed in the collective lay imagination has the potential to inform health outcomes at the individual and population levels and is crucial to understanding and influencing processes of sociocultural change. Narratives are a particularly valuable, yet
Moral Baselines on Adult-Child Sex
In this paper I emphasize the multiple ways dominant moral and essentialist understandings feed into the wider regulatory norms and conventional thinking governing adult‐child sexual relations. Clearly, researchers are not immune from the ascendant material and symbolic hegemony enjoyed by child sexual abuse (CSA) paradigms. Indeed the experience of the seven critical writers and researchers cited in the paper, coupled with the author’s own experiences carrying out PhD research in this area, clearly reinforce this point. I contend that sociological and Foucauldian insights on age and sexual categorization can offer a helpful tool‐kit for unpacking the contested claims from CSA survivors, child liberationists, and the specific case of one respondent who resists victimological labelling of his sexual experiences with adults.
This article examines how middle school history textbooks published between 1951 and 1995 explain the origins of the Japanese as an ethnic group (minzoku). The analysis shows that despite the relatively long period from which the sample of textbooks was taken, these texts continue to emphasize two categories of Japanese identity: a biologically heterogeneous people through prehistoric immigration and a unified language. Building on the latter theme, the textbooks continued to treat the innovation of the kana as a quintessential development underlying the Japanese cultural achievement. The analysis reveals that the narrative tone shifted from being emotive in the early 1950s texts to somewhat muted in later decades.
This article uses a narrative approach to investigate the learning experiences of third-year medical students in a transnational higher educational setting, specifically during an elective period abroad. The students evaluate their learning experiences in an unfamiliar environment both in relation to previous learning and in relation to their possible or imagined future professional identities. Through this process, these students demonstrate how learning may take place through participation outside or alongside the formal curriculum, in the informal and the hidden curriculum (Leask and Bridge 2013). These narrative evaluations represent a reflective resource for the learners and their peers. They may also provide other stakeholders in transnational higher educational settings, including teachers, programme coordinators, educational managers and policy-makers, with an understanding of the experiences of mobile students in the informal curriculum.
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.
History Textbooks and Nation Building in Belarus, Russia, and Ukraine
and linguistic components of discourse about the Second World War in Ukrainian school history textbooks. 6 In contrast to these studies, this article conceptualizes a history textbook as an assembly of narratives, and explores how a narrative of a