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Author: James H. Williams
Publisher: Springer
ISBN: 9463005099
Category : Education
Languages : en
Pages : 380
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Book Description
This book engages readers in thirteen conversations presented by authors from around the world regarding the role that textbooks play in helping readers imagine membership in the nation. Authors’ voices come from a variety of contexts – some historical, some contemporary, some providing analyses over time. But they all consider the changing portrayal of diversity, belonging and exclusion in multiethnic and diverse societies where silenced, invisible, marginalized members have struggled to make their voices heard and to have their identities incorporated into the national narrative. The authors discuss portrayals of past exclusions around religion, ethnicity, sexual orientation, as they look at the shifting boundaries of insider and outsider. This book is thus about “who we are” not only demographically, but also in terms of the past, especially how and whether we teach discredited pasts through textbooks. The concluding chapters provides ways forward in thinking about what can be done to promote curricula that are more inclusive, critical and positively bonding, in increasingly larger and more inclusive contexts.
Author: James H. Williams
Publisher: Springer
ISBN: 9463005099
Category : Education
Languages : en
Pages : 380
Get Book
Book Description
This book engages readers in thirteen conversations presented by authors from around the world regarding the role that textbooks play in helping readers imagine membership in the nation. Authors’ voices come from a variety of contexts – some historical, some contemporary, some providing analyses over time. But they all consider the changing portrayal of diversity, belonging and exclusion in multiethnic and diverse societies where silenced, invisible, marginalized members have struggled to make their voices heard and to have their identities incorporated into the national narrative. The authors discuss portrayals of past exclusions around religion, ethnicity, sexual orientation, as they look at the shifting boundaries of insider and outsider. This book is thus about “who we are” not only demographically, but also in terms of the past, especially how and whether we teach discredited pasts through textbooks. The concluding chapters provides ways forward in thinking about what can be done to promote curricula that are more inclusive, critical and positively bonding, in increasingly larger and more inclusive contexts.
Author: James H. Williams
Publisher: Springer
ISBN: 9462096562
Category : Education
Languages : en
Pages : 344
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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: James H. Williams
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 0
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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: Felicity Chaplin
Publisher: Manchester University Press
ISBN: 1526142996
Category : Performing Arts
Languages : en
Pages : 215
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Book Description
Actress, singer, indie icon and embodiment of Parisian cool, Charlotte Gainsbourg is one of the most intriguing yet understated stars of our time. This book, the first detailed study of Gainsbourg, charts the trajectory of her star persona across four decades, from her early work with her father and ground-breaking collaboration with Claude Miller to her more recent collaborations with Lars von Trier and music producers like Beck and Air. The book combines textual analysis of performance, costume, place, characterisation and narrative with archival research and extra-cinematic materials to interrogate the construction of Gainsbourg’s persona. As well as providing a comprehensive overview of her career to date, it examines her circulation in a transnational context and across a range of media platforms, exploring notions of gender, beauty and nationality in relation to her embodiment of femininity, Frenchness and transnationality.
Author: Michelle J. Bellino
Publisher: Springer
ISBN: 9463008608
Category : Education
Languages : en
Pages : 340
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Book Description
How do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls? What kinds of curricular representations of conflict contribute to the construction of national identity, and what kinds of encounters challenge presumed boundaries between us and them? Through contemporary and historical case studies—drawn from Cambodia, Egypt, Northern Ireland, Peru, and Rwanda, among others—this collection explores how societies experiencing armed conflict and its aftermath imagine education as a space for forging collective identity, peace and stability, and national citizenship. In some contexts, the erasure of conflict and the homogenization of difference are central to shaping national identities and attitudes. In other cases, collective memory of conflict functions as a central organizing frame through which citizenship and national identity are (re)constructed, with embedded messages about who belongs and how social belonging is achieved. The essays in this volume illuminate varied and complex inter-relationships between education, conflict, and national identity, while accounting for ways in which policymakers, teachers, youth, and community members replicate, resist, and transform conflict through everyday interactions in educational spaces.
Author: Elie Podeh
Publisher: Bloomsbury Publishing USA
ISBN: 0313075433
Category : Social Science
Languages : en
Pages : 216
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Book Description
Israeli history textbooks in the past contained many biases, distortions, and omissions concerning the depiction of Arabs and the history of the Arab-Israeli conflict. Today these misrepresentations are gradually being corrected. This study encourages the depiction of a balanced portrait in all textbooks. By reviewing curricula and textbooks used in the Israeli educational system since the establishment of Israel, the author assesses the impact of Zionist historiography and the Zeitgeist on the portrayal of Arabs in textbooks. The study unravels the biases, distortions, omissions, and stereotypes through the analysis of several major historical events such as the 1948 war, the refugee question, the 1967 war, and the peace process.
Author: Robert Guyver
Publisher: Bloomsbury Publishing
ISBN: 1474225861
Category : Education
Languages : en
Pages : 312
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Book Description
Capitalizing on the current movement in history education to nurture a set of shared methodologies and perspectives, this text looks to break down some of the obstacles to transnational understanding in history, focusing on pedagogy to embed democratic principles of inclusion, inquiry, multiple interpretations and freedom of expression. Four themes which are influencing the broadening of history education to a globalized community of practice run throughout Teaching History and the Changing Nation State: · pedagogy, democracy and dialogue · the nation – politics and transnational dimensions · landmarks with questions · shared histories, shared commemorations and re-evaluating past denials The contributors use the same pedagogical language in a global debate about history teaching and learning to break down barriers to search for shared histories and mutual understanding. They explore contemporary topics, including The Gallipoli Campaign in World War I, transformative approaches to a school history curriculum and the nature of federation.
Author: Mette Zølner
Publisher:
ISBN:
Category : History
Languages : en
Pages : 300
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Book Description
Why are national identities imagined in one way rather than in another? The book analyses national imaginations as an on-going reconstruction process in a political and social context in which several imaginations of the nation struggle to impose their conception. Focusing on a fundamental element of any collective identity, namely the «Other», the book looks at the reconstruction of national identities by actors in political debates on immigration in the late 1980s and 1990s, particularly associations and political clubs which were in favour of and against the presence of immigrant minorities in their respective countries. Thus, the book investigates different ways of imagining the same nation in two old European nation-states, namely France and Denmark, which differ with regard to their nation-building processes, their Second World War history, their memory of colonialism and their experience of immigration. It is thus possible to illustrate that existing ideas of the nation and memories of historical events shape the way in which the nation could be re-imagined in the 1980s and 1990s.
Author: Marsha L. Rozenblit
Publisher: Oxford University Press, USA
ISBN: 0195176308
Category : Austria
Languages : en
Pages : 278
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Book Description
This book explores the impact of war and political crisis on the national identity of Jews, both in the multinational Habsburg monarchy and in the new nation-states that replaced it at the end of World War I. Jews enthusiastically supported the Austrian war effort because it allowed them to assert their Austrian loyalties and Jewish solidarity at the same time. They faced a grave crisis of identity when the multinational state collapsed and they lived in nation-states mostly uncomfortable with ethnic minorities. This book raises important questions about Jewish identity and about the general nature of ethnic and national identity.
Author: Elizabeth Anderson Worden
Publisher: Routledge
ISBN: 1317963369
Category : Education
Languages : en
Pages : 198
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Book Description
National identity in Moldova remains contested despite repeated attempts by governments, historians, and educators to cultivate a shared sense of national belonging through the development of history textbooks. Concern over professional status and distrust of the government’s motivations halted these reforms, demonstrating that the success of such efforts greatly depends on teachers’ and citizens’ social memory and everyday lives. This volume looks at educational reform and the struggle over national identity in the history classroom from the perspectives of five different groups: elected politicians, Ministry of Education officials, textbook authors and historians, teachers, and students. Each chapter explores the actors’ motivations and agendas regarding reform, their role in promoting or obstructing the reform process, and their opinions about the ensuing controversy. Drawing on months of fieldwork and original research, author Elizabeth Worden examines the importance of teachers and students in the success or failure of a reform initiative.
