History Education in the Formation of Social Identity PDF Download

Author: K. Korostelina
Publisher: Springer
ISBN: 1137374764
Category : Education
Languages : en
Pages : 380

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Book Description
In order to determine how history education can be harnessed to reduce conflict attitudes and intentions and create a culture of peace, this book examines how history curricula and textbooks shape the identities of their students through their portrayals of ingroup and outgroup identity, intergroup boundaries, and value systems.

Author: K. Korostelina
Publisher: Springer
ISBN: 1137374764
Category : Education
Languages : en
Pages : 235

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Book Description
In order to determine how history education can be harnessed to reduce conflict attitudes and intentions and create a culture of peace, this book examines how history curricula and textbooks shape the identities of their students through their portrayals of ingroup and outgroup identity, intergroup boundaries, and value systems.

Author: Mario Carretero
Publisher: IAP
ISBN: 1617359378
Category : Education
Languages : en
Pages : 377

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Book Description
How is history represented? As just a record of the past, as a part of a present identity or as future goals? This book explores how historical contents and narratives are presented in school textbooks and other cultural productions (museums, monuments, etc) and also how they are understood by students, in the context of increasing globalization. In these contemporary conditions, the relation between history learning processes, in and out of school, and the construction of national identities presents an ever more important topic. It is being studied by looking at the appropriation of historical narratives, which are frequently based on the official history of a nation state. Most of the chapters in this volume are educational studies about how the learning of history takes place in school settings of different countries such as Canada, France, Germany, Latin America, Spain, the Netherlands, the United Kingdom and the United States. Covering such a broad sample of cultural and national contexts, they provide a rich reflection on history as a subject related to patriotism, cosmopolitanism, both or neither.

Author: Helen Mu Hung Ting
Publisher: Springer Nature
ISBN: 3031125355
Category : Education
Languages : en
Pages : 328

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Book Description
This edited book explores the problems and challenges of negotiating the representation of ethnic minorities within history education. It investigates how states balance the (non-)acknowledgement of the reality of cultural or religious diversity, and the promotion of a point of convergence in history education to foster national identity. Shifting our attention away from the intractable challenges posed by post-conflict countries for reconciliation, the contributors draw attention to the need to explore ways to prevent or pre-empt conflicts and exclusion through history education, which could contribute to developing a more sustainable culture of peace. Drawing on a wide range of contexts and sources, this book asks how history education could contribute to forming critical, historically informed, and committed young citizens. The book will be of interest to students and academics working on themes such as nationalism, citizenship, ethnicity, history education, multicultural education, peace studies and area studies, as well as practitioners in the fields of history, social studies, civic or citizenship.

Author: Mario Carretero
Publisher: Springer
ISBN: 1137529083
Category : History
Languages : en
Pages : 847

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Book Description
This volume comprises a broad interdisciplinary examination of the many different approaches by which contemporary scholars record our history. The editors provide a comprehensive overview through thirty-eight chapters divided into four parts: a) Historical Culture and Public Uses of History; b) The Appeal of the Nation in History Education of Postcolonial Societies; c) Reflections on History Learning and Teaching; d) Educational Resources: Curricula, Textbooks and New Media. This unique text integrates contributions of researchers from history, education, collective memory, museum studies, heritage, social and cognitive psychology, and other social sciences, stimulating an interdisciplinary dialogue. Contributors come from various countries of Northern and Southern America, Europe and Asia, providing an international perspective that does justice to the complexity of this field of study. The Palgrave Handbook of Research in Historical Culture and Education provides state-of-the-art research, focussing on how citizens and societies make sense of the past through different ways of representing it.

Author: Elazar Barkan
Publisher: Routledge
ISBN: 1000043940
Category : Political Science
Languages : en
Pages : 312

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Book Description
This book brings together a diverse range of international voices from academia, policymaking and civil society to address the failure to connect historical dialogue with atrocity prevention discourse and provide insight into how conflict histories and historical memory act as dynamic forces, actively facilitating or deterring current and future conflict. Established on a variety of international case studies combining theoretical and practical points of view, the book envisions an integrated understanding of how historical dialogue can inform policy, education, and the practice of atrocity prevention. In doing so, it provides a vital basis for the development of preventive policies sensitive to the importance of conflict histories and for further academic study on the topic. It will be of interest to all scholars and students of history, psychology, peace studies, international relations and political science.

Author: James H. Williams
Publisher: Springer
ISBN: 9462096562
Category : Education
Languages : en
Pages : 342

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Book Description
This book examines the shifting portrayal of the nation in school textbooks in 14 countries during periods of rapid political, social, and economic change. Drawing on a range of analytic strategies, the authors examine history and civics textbooks, and the teaching of such texts, along with other prominent curricular materials—children’s readers, a required text penned by the head of state, a holocaust curriculum, etc.. The authors analyze the uses of history and pedagogy in building, reinforcing and/or redefining the nation and state especially in the light of challenges to its legitimacy. The primary focus is on countries in developing or transitional contexts. Issues include the teaching of democratic civics in a multiethnic state with little history of democratic governance; shifts in teaching about the Khmer Rouge in post-conflict Cambodia; children’s readers used to define national space in former republics of the Soviet Union; the development of Holocaust education in a context where citizens were both victims and perpetuators of violence; the creation of a national past in Turkmenistan; and so forth. The case studies are supplemented by commentary, an introduction and conclusion.

Author: Matilda Keynes
Publisher: Springer Nature
ISBN: 3030704122
Category : Education
Languages : en
Pages : 440

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Book Description
This book explores how the expectations of historical justice movements and processes are understood within educational contexts, particularly history education. In recent years, movements for historical justice have gained global momentum and prominence as the focus on righting wrongs from the past has become a feature of contemporary politics. This imperative has manifested in globally diverse contexts including societies emerging from recent, violent conflict, but also established democracies which are increasingly compelled to address the legacies of colonialism, slavery, genocides, and war crimes, as well as other forms of protracted discord. This book examines historical justice from an educational perspective, exploring the myriad ways that education is understood as a site of historical injustice, as well as a mechanism for redress. The editors and contributors analyse the role of history education in processes of historical justice broadly, exploring educational sites, policies, media, and materials. This edited collection is a unique and important touchstone volume for scholars, policy-makers, practitioners, and teachers that can guide future research, policy, and practice in the fields of historical justice, human rights and history education.

Author: Henrik Åström Elmersjö
Publisher: Springer
ISBN: 1137554320
Category : Education
Languages : en
Pages : 299

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Book Description
This book presents a survey of approaches to dealing with ‘rival histories’ in the classroom, arguing that approaching this problem requires great sensitivity to differing national, educational and narrative contexts. Contested narratives and disputed histories have long been an important issue in history-teaching all over the world, and have even been described as the ‘history’ or ‘culture’ wars. In this book, authors from across the globe ponder the question “what can teachers do (and what are they doing) to address conflicting narratives of the same past?”, and puts an epistemological issue at the heart of the discussion: what does it mean for the epistemology of history, if it is possible to teach more than one narrative? Divided into three sections that deal with historical cultures, multicultural societies and multiperspectivity, the chapters of the book showcase that dealing with rival histories is very much dependent on context, and that diverse teaching traditions and societal debates mean that teachers’ abilities in engaging with the teaching of rival narratives are very different. The volume will be compelling reading for students and researchers in the fields of education, history, sociology and philosophy, as well as practising teachers.

Author: Joseph Zajda
Publisher: Springer
ISBN: 9402409750
Category : Education
Languages : en
Pages : 295

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Book Description
Globalisation and Historiography of National Leaders: Symbolic Representations in School Textbooks, the 18th book in the 24-volume book series Globalisation, Comparative Education and Policy Research, explores the interrelationship between ideology, national identity, national history and historical heroes, setting it in a global context. Based on this focus, the chapters represent hand-picked scholarly research on major discourses in the field of history textbooks and symbolic representations of national heroes, and draw upon recent studies in the areas of globalisation, history textbooks, and national leaders.A number of researchers have written on the importance of teaching national history in order to foster national identity and a sense of belonging to a certain society, state, and people among the younger generation. Some nations prefer to create national heroes out of their political leaders who are still in power, and whose lives and reputation are portrayed as being eminently spotless. Using diverse comparative education paradigms from critical theory, social semiotics, and historical-comparative research, the authors analyse the unpacking of the ideological agenda hidden behind the choice and lionization (or silencing) of the preferred national heroes. They provide an informed critique of various historical narratives depicting national leaders and national heroes.The book provides an easily accessible, practical yet scholarly source of information on international concerns in the field of globalisation, history education and policy research. Offering an essential sourcebook of ideas for researchers, history educators, practitioners and policymakers in the fields of globalisation and history education, it also provides a timely overview of current changes in politically correct history education narratives in history textbooks.