04748nam a22006495i 4500 978-3-031-44813-3 DE-He213 20251030111727.0 cr nn 008mamaa 240319s2024 sz | s |||| 0|eng d 9783031448133 978-3-031-44813-3 10.1007/978-3-031-44813-3 doi LB2806.15 JNKC bicssc EDU007000 bisacsh JNDG thema Zajda, Joseph. author. (orcid)0000-0003-4422-9782 https://orcid.org/0000-0003-4422-9782 aut http://id.loc.gov/vocabulary/relators/aut 73280 Globalisation, Nation-Building and History Education [electronic resource] / by Joseph Zajda, John Whitehouse. 1st ed. 2024. Cham : Springer Nature Switzerland : Imprint: Springer, 2024. XVIII, 158 p. 1 illus. online resource. text txt rdacontent computer c rdamedia online resource cr rdacarrier text file PDF rda Globalisation, Comparative Education and Policy Research, 2543-0572 ; 40 1.Historical thinking and historical narratives in school textbooks -- 2.Historical narratives depicting significant events in Russian history textbooks -- 3. Russian history school textbooks, ideology, and nation-building in the Russian Federation -- 4. The search for historical paradigms in history textbooks in the Russia Federation -- 5. Teaching history and learning national identity in the classroom -- 6. Historical thinking: Procedural concepts for learning and teaching history -- 7. History, narrative, and pedagogy: The Sicilian expedition. This book uses historiography and discourse analysis to provide a new insight into understanding the nexus between ideologies, the state, and nation-building—as depicted in history school textbooks. It focuses on the interpretation of social and political change, significant events, and examining possible new biases and omissions in school textbooks. The ‘Europeanization’ of history textbooks in the EU is an example of western-dominated Grand Narrative of pluralist democracy, multiculturalism, and human rights, according to the canon of a particularly European dimension. Various public debates in the USA, China, the Russian Federation (RF), Japan, and elsewhere, dealing with understandings of a nation-building, national identity, and history education point out to parallels between the political significance of school history and the history education debates globally. The book demonstrates that the issue of national identity and balanced representations of the past continue to dominate the debate surrounding the goals, dominant ideologies and content of history textbooks, and historical narratives. It concludes that competing discourses and ideologies will continue to define and shape the nature and significance of historical knowledge, ideologies and the direction of values education in history textbooks. This book provides an easily accessible, practical, yet scholarly insights into local and global trends in the field of history education, and should be required reading for a broad spectrum of users, including policy-makers, academics, graduate students, education policy researchers, administrators, and practitioners. Education Curricula. 57245 Historiography. 73281 History Methodology. 73282 International education . 59403 Comparative education. 57842 Educational sociology. 58182 Education and state. 58709 Social justice. 58936 Curriculum Studies. 69720 Historiography and Method. 73283 International and Comparative Education. 69637 Sociology of Education. 69758 Educational Policy and Politics. 71022 Social Justice. 58936 Whitehouse, John. author. aut http://id.loc.gov/vocabulary/relators/aut 73284 SpringerLink (Online service) Springer Nature eBook Printed edition: 9783031448126 Printed edition: 9783031448140 Printed edition: 9783031448157 Globalisation, Comparative Education and Policy Research, 2543-0572 ; 40 73285 https://doi.org/10.1007/978-3-031-44813-3 ZDB-2-EDA ZDB-2-SXED 58426 58426