Teachers and the politics of history school textbooks

Book chapter

Zajda, Joseph. (2009). Teachers and the politics of history school textbooks. In In L. J. Saha and A. G. Dworkin (Ed.). International Handbook of Research on Teachers and Teaching pp. 373 - 387 Springer.
AuthorsZajda, Joseph
EditorsL. J. Saha and A. G. Dworkin
Abstract

The main aim of this chapter is provide a new insight into understanding the nexus between ideology, the state, and nation-building — as depicted in history school textbooks. It especially focuses on the interpretation of social and political change, significant events, looking for possible new biases and omissions, leadership and the contribution of key individuals, and continuities. Nation-building architects make extensive use of history to promote those historical narratives that embody the politically correct teleology of the state (Anderson, 1991; Smith, 2001). It has been suggested that the historiographies of the new states in Eastern Europe (with parallels in the Russian Federation and China), engaging in nation-building process, continue to be essentially ‘monolithic and intolerant to alternative views as those of their communist predecessors, merely exchanging a communist ideological colouring for a national one’ (Janmaat & Vickers, 2007, p. 270). Janmaat argues that the new post-Soviet government in the Ukraine was only too ready to use history education to promote a new sense of nationhood, which would maximise Ukrainian distinctiveness and its cultural significance in the former Soviet Union.

Page range373 - 387
Year2009
Book titleInternational Handbook of Research on Teachers and Teaching
PublisherSpringer
ISBN9780387733166
Research GroupSchool of Education
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