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Bringing (inter)national history into ‘Introduction to International Relations’

Andrew A. Szarejko

Introduction to IR courses ought to broaden the scope of these international history segments while tailoring them to the country in which they are teaching. While this could focus on various national histories in their global contexts, I focus here on what

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Can National History Be De-Provincialized?

U.S. History Textbook Controversies in the 1940s and 1990s

Thomas Bender

This article examines two incidents of textbook controversy in the United States in the course of the last half-century. First, it addresses history's historical relationship to the modern nation-state and nationalism. How does that relationship, and the particular way it is understood, limit the boundaries of history, particularly the contest over whether American history ought to be taught as selfcontained and exceptionalist or taught within a larger global context? Second, it addresses the presence of what could be called a historical essentialism or even historical fundamentalism in textbook controversies. The article concludes with an examination of the increasingly political character of the textbook approval and adoption process, as well as the role of publishers and professional historians in the process.

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Remembering or Forgetting?

Accounts of the Recent Revolutionary Past in Dutch History Textbooks for Primary Education in the Early Nineteenth Century Author

Willeke Los

After several decades of political conflict and turbulence, in 1815 the Netherlands became a constitutional monarchy. In the ensuing process of nation-building, history education was considered an important means to instill feelings of national unity and concord into the hearts of children. This article seeks to investigate how this was possible in view of the recent revolutionary past. It analyzes accounts in history textbooks for primary education of the Patriot Revolt against Stadholder William V that took place in the 1780s and was suppressed in 1787, and of the Batavian Revolution that took place in 1795 and put an end to his rule. Although in many cases the historical narratives of these politically controversial events were adapted to suit the purpose of nation-building, the revolutionary past was by no means forgotten.

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Which heritage for which heirs? The pre‐Columbian past and the colonial legacy in the national history of Mexico*

Paula López Caballero

How was the colonial legacy managed by the regime that emerged from the Mexican revolution (1910–1917)? Through the historical and ethnographic analysis of two foundation narratives written at an interval of 200 years in the Nahuatl village of Milpa Alta (DF), this article examines the State's attempt to establish a monopoly on the legitimate past by ‘eclipsing’ the colonial past in favour of the pre‐Hispanic one, which became the national heritage in Mexico.

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Ethnonationalism and Ideology

The Japanese Occupation in Malaysian History Textbooks from 1978 to 2020

Sook Wei Wong

Throughout former colonial states in Southeast Asia, the representation of the path to decolonization features prominently in national histories. Malaysia is no exception. The contents of national history textbooks have drawn the attention of the

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Penny Welch and Susan Wright

partnerships and networks promoting refugee access to higher education. The other three papers concern aspects of teaching and learning: online learning in accountancy; a flipped pedagogy in sociology; and the inclusion of national history in introductory

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Sport and nationalism in the Republic of North Macedonia

Vasiliki P. Neofotistos

Organization—Democratic Party for Macedonian National Unity (VMRO-DPMNE)—tapped into the collective euphoria in ways, to be examined in this article, that allowed him to claim legitimacy for a version of national history whereby the Macedonian nation's origin

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Moral Thresholds of Outrage

The March for Hrant Dink and New Ways of Mobilization in Turkey

Lorenzo D’Orsi

politicized, vernacular languages of counter-memories: they shape new moral landscapes that introduce national history into a public discourse on healing, which posited the present as time to “heal the wounds” and subordinated diversity under the figure of the

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Chinua Achebe's Anthills of the Savannah, Post-History and Biblical Example

Michael J.C. Echeruo

Chinua Achebe’s novel, Anthills of the Savannah, is about history and its many models; and especially about national histories and their realisation.1 It asks how history is to be understood and consummated especially for a people without a canonical narrative.2 A recurrent, though not the exclusive, example that stands behind the answers offered in that novel is that of Biblical history.

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History Teaching in Albania Following Educational Reform in 2008

Denis Vuka

This article explores history teaching in Albania, with particular emphasis on educational and methodological aspects of new history textbooks published after the liberalization of the school textbook market in 2008. National history textbooks serve as a basis for the assessment of changing educational principles and methodologies in history teaching in terms of five qualitative factors: educational aims, teaching techniques and methodologies, historical narratives, visual materials, and sources. The article thus assesses the degree to which textbooks fulfill their educational function and help to put learning theories into practice. The author also places the revision and reevaluation of national history textbooks in Albania in context by comparing them to the progress of Kosovo's recently established educational system.