Format:
Online-Ressource (XII, 344 p, online resource)
ISBN:
9789462096561
Series Statement:
SpringerLink
Content:
Preliminary Material /James H. Williams -- Nation, State, School, Textbook /James H. Williams -- The Mobilization of Historical Consciousness in the Narratives About the Last Argentine Dictatorship /Daniel S. Friedrich -- Domesticating Democracy? /Shoko Yamada -- State Formation and Nation Building Through Education /Yeow Tong Chia -- Publicizing Nationalism /Caroline Dolive -- Pedagogies of Space /Iveta Silova , Michael Mead Yaqub and Garine Palandjian -- Whose Past, Whose Present? /Michelle J. Bellino -- Revision for Rights? /Federick J. Ngo -- Studying the Past in the Present Tense /Esther Yogev -- History Teachers Imagining the Nation /Lisa Y. Faden -- (Re)Learning Ukrainian /Michael Mead Yaqub -- The Abc’s of Being Armenian /Garine Palandjian -- An Unimagined Community? /Christine Beresniova -- Legitimizing an Authoritarian Regime /Karina V. Korostelina -- Textbooks, Schools, Memory, and the Technologies of National Imaginaries /Noah W. Sobe -- Strategic “Linguistic Communities” /William C. Brehm -- School Textbooks and the State of the State /James H. Williams -- Contributors /James H. Williams -- Index /James H. Williams.
Content:
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
Note:
Description based upon print version of record
,
TABLE OF CONTENTS; (RE)CONSTRUCTING MEMORY: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community; ACKNOWLEDGMENTS; 1. NATION, STATE, SCHOOL, TEXTBOOK; CORE NATIONAL TASKS FOR THE SCHOOL: SCHOOLS' CIVIC WORK; WORKS CITED; Section 1. Shoring up the State; 2. THE MOBILIZATION OF HISTORICAL CONSCIOUSNESS IN THE NARRATIVES ABOUT THE LAST ARGENTINE DICTATORSHIP; HISTORICAL/PERSONAL CONTEXT; METHODOLOGY; NARRATING THE LESSON; Historical Consciousness and the Reasoning Behind Telling the Story; Plot Points and Demarcation of Eras
,
The Binary Opposition Between Authoritarianism and DemocracyPopulation: Between Victimhood and Resistance; Activating the Mind; SUMMARY; Historical Consciousness, Progress, and Democratic Knowledge; NOTES; TEXTBOOK MATERIALS ANALYZED; WORKS CITED; 3. DOMESTICATING DEMOCRACY?: Civic and Ethical Education Textbooks in Secondary Schools in Democratizing Ethiopia; THE POLITICAL SITUATION AND EDUCATIONAL DEVELOPMENT UNDER THE CURRENT FDRE GOVERNMENT; Political Situation; Educational Programs and Global Influence; DEVELOPMENT OF THE CURRICULUM OF CIVIC AND ETHICAL EDUCATION
,
Characteristics of Three Curricular PeriodsThe Process of Developing the 2010 CEE Textbooks; METHODOLOGY; Text Analysis; CHANGING PATTERNS OF TEXTBOOKS ACROSS DIFFERENT PERIODS: FINDINGS FROM QUANTITATIVE ANALYSIS; Values and Principles Discussed in the Textbooks; Greater Attention to Individuals and Social Cohesion; Pedagogical Changes Toward Learner-Centeredness; ETHIOPIAN FLAVORS IN CEE TEXTBOOKS FINDINGS FROM QUALITATIVE CONTENT ANALYSIS; International Dependency; CONCLUSION; NOTES; WORKS CITED
,
4. STATE FORMATION AND NATION BUILDING THROUGH EDUCATION: The Origins and Introduction of the "National Education" Program in SingaporeORIGINS OF NATIONAL EDUCATION: TOTAL DEFENCE; LAUNCH OF NATIONAL EDUCATION IN SCHOOLS; IMPLEMENTATION OF NATIONAL EDUCATION; NATIONAL EDUCATION EXHIBITION: THE SINGAPORE STORY; CONCLUSION; NOTES; WORKS CITED; 5. PUBLICIZING NATIONALISM: Legitimizing the Turkmen State through Niyazov's Rukhnama; SAPARMYRAT NIYAZOV; A BRIEF HISTORY OF TURKMENISTAN AND THE TURKMEN PEOPLE; NARRATIVES AS TOOLS FOR NATION BUILDING; RUKHNAMA; Description and Purpose
,
Turkmenistan's Tribal HeroesTurkmen Leadership; Turkmen State Building and the Development of National Pride; Effects of the Soviet Era; Traditional Values and Ways of Life; Turkmen Spiritual Development; INFLUENCES ON NIYAZOV'S BRAND OF NATIONALISM; CONCLUSION; NOTES; WORKS CITED; 6. PEDAGOGIES OF SPACE: (Re)Mapping National Territories, Borders, and Identities in Post-Soviet Textbooks; TEACHING GEOGRAPHIES, (RE)MAPPING IDENTITIES: THEORIZING SPACE AND SOCIETY; PEDAGOGIES OF SPACE; MAPPING PEDAGOGIES IN POST-SOVIET TEXTBOOKS: RESEARCH APPROACH; Sample and Research Questions
,
LEARNING TO READ THE NATIONAL SPACE: ON LANDSCAPES, LIMITS, AND LOVE FOR THE HOMELAND
Additional Edition:
ISBN 9789462096554
Additional Edition:
Erscheint auch als Druck-Ausgabe (Re)Constructing Memory: School Textbooks and the Imagination of the Nation Leiden Boston : Brill | Sense, 2014
Language:
English
DOI:
10.1007/978-94-6209-656-1
URL:
Volltext
(lizenzpflichtig)
URL:
Volltext
(lizenzpflichtig)
