TY  - BOOK
AU  - Zajda,Joseph
AU  - Whitehouse,John
ED  - SpringerLink (Online service)
TI  - Globalisation, Nation-Building and History Education
T2  - Globalisation, Comparative Education and Policy Research,
SN  - 9783031448133
AV  - LB2806.15 
PY  - 2024///
CY  - Cham
PB  - Springer Nature Switzerland, Imprint: Springer
KW  - Education
KW  - Curricula
KW  - Historiography
KW  - History
KW  - Methodology
KW  - International education 
KW  - Comparative education
KW  - Educational sociology
KW  - Education and state
KW  - Social justice
KW  - Curriculum Studies
KW  - Historiography and Method
KW  - International and Comparative Education
KW  - Sociology of Education
KW  - Educational Policy and Politics
KW  - Social Justice
N1  - 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
N2  - 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
UR  - https://doi.org/10.1007/978-3-031-44813-3
ER  -