therein can be considered as historical narratives that either do or do not follow academic historiographical traditions. 2 History textbooks represent a narrative in which specific historical actors, events, developments, and perspectives are represented
Marc Kropman, Carla van Boxtel, and Jannet van Drie
Raymond Nkwenti Fru and Johan Wassermann
reunification and its significance for Anglophone and Francophone Cameroonians, this article investigates the manner in which these identities have been constructed in the history textbooks of the respective zones. Relevant Literature Many countries have
History textbooks have been recognized as playing a central role in the shaping of the collective identities of a country’s citizens. They are among the tools used to construct a society’s values and self-perception, as well as its past and its
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.
This article reconstructs the evolution of the representation of Italian colonialism in history textbooks for upper secondary schools from the Fascist era to the present day. Textbook analysis is conducted here in parallel with the development of Italian historiography, with special attention being paid to the myth of the "good Italian", incapable of war crimes and violence against civilians, that has been cherished by Italian public opinion for a long time. Italian historians have thoroughly reconstructed the crimes perpetrated by the Italian army both in the colonies and in Yugoslavia and Greece during the Second World War, and this issue has slowly entered history textbooks.
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 analyzes how the fundamental challenge of decolonization has resonated in history textbooks published in France since the 1960s. It therefore contextualizes textbook knowledge within different areas of society and focuses on predominant discourses that influenced history textbooks' (post)colonial representations in the period examined. These discourses encompass the crisis of Western civilization, modernization, republican integration, and the postcolonial politics of memory. The author argues that history textbooks have thus become media, as well as objects of an emerging postcolonial politics of memory that involves intense conflicts over immigration and national identity and challenges France's (post)colonial legacy in general.
In many national curricula militaristic narratives in history textbooks tend to represent the domination of society by the army. Recent research into Pakistan history textbooks, for example, illustrates that this country’s historical narrative is
Few studies exist concerning the portrayal of the Holocaust in Albanian history textbooks. Recent studies of Albanian textbooks tend to ignore the topic. For example, the book Myth and Mythical Spaces: Conditions and Challenges for History
History Textbooks and Nation Building in Belarus, Russia, and Ukraine
Introduction Several studies have identified the role of school history textbooks in the state-led construction of national identity in the post-Soviet context. 1 Focusing on case studies from post-Soviet states, these works have demonstrated how