Imagining the Textbook

Klerides, Eleftherios

doi:10.3167/jemms.2010.020103

Cited by 35 publications

(3 citation statements)

References 4 publications

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“…While the publication of teaching materials is not regulated by the state in Ireland or the UK, national curricula do inform the content offered in educational textbooks; this alignment is often included as a selling point in educational publishers' blurbs. Moreover, history textbooks, especially more 'traditional' examples, offer (the suggestion of) cohesive narratives (Klerides, 2010).…”

Section: Sourcesmentioning

confidence: 99%

The Great Irish Famine in Irish and UK history textbooks, 2010–2020

Janssen

2023

Hist_Educ_Res_J

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This article considers the representation of the controversial issue of the Great Irish Famine (1845–50) in 27 recent Irish and UK history textbooks for the secondary level. Key contested issues – imports and exports, the British government’s laissez-faire economic policy, providentialist interpretations, and victim–perpetrator discourses – have long formed part of the narrative repertoire of Famine history; their representation and narrativisation in textbooks is analysed through narrative and content analysis. Historical contextualisation and perspective taking are considered key skills for students studying history; these skills become even more important when dealing with controversial issues. The questions central to this research are: How do secondary-level history textbooks from Ireland and the UK represent the key contested elements regarding the Famine? Do they provide sufficiently complex accounts, thereby facilitating historical contextualisation and perspective taking? While some Irish and UK textbooks offer learners complex representations of the Famine, several others provide students with insufficient opportunity for perspective taking, and for developing a thorough understanding of the historical context. Specifically, the majority of the textbooks provide simplistic victim–perpetrator discourses. As such issues complicate historical contextualisation, perspective taking and, relatedly, empathy formation, the article suggests including more complex subject positions in textbook discussions of the Famine.

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Section: Sourcesmentioning

confidence: 99%

The Great Irish Famine in Irish and UK history textbooks, 2010–2020

Janssen

2023

Hist_Educ_Res_J

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“…Three sets of actors meet who are equally socially embedded, who are entangled in structural ambivalences, and whose actions are thus almost unavoidably unpredictable. History textbooks are mass media for the dissemination of officially approved images of history and, at the same time, mirrors of societal controversies surrounding sensitive issues; 24 history teachers are members of a state elite specialised in conveying official interpretations, while, at the same time, each teacher carries a unique autobiographical memory; 25 pupils are future citizens who are supposed to adopt officially sanctioned knowledge and also offspring of families and social milieus with their own potentially diverging memories. 26 In the light of these observations on its social relevance and structural ambivalence, the interactive space of the classroom constitutes an exciting research subject for all those who are interested in memory as a set of contingent and unpredictable practices.…”

Section: Felicitas Macgilchrist Barbara Christophe and Alexandra Binmentioning

confidence: 99%

Memory Practices and History Education

Macgilchrist¹,

Christophe²,

Binnenkade³

2015

Journal of Educational Media, Memory, and Society

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This special issue of the Journal of Educational Media, Memory and Society explores memory practices and history education. The first point of departure for the texts collated here is that memory (whichever concept we use from the current range including collective memory, cultural memory, social memory, connected memory, prosthetic memory, multidirectional memory, travelling memory and entangled memory) is a site of political contestation, subject formation, power struggle, knowledge production, and community-building. Our second point of departure is that history education is a site where teachers and pupils as members of distinct generations engage with textbooks and other materials as specific forms of memory texts that guide what should be passed on to the younger generation. As editors, we solicited papers that investigate how what counts as “worth remembering” in a given context is reproduced, negotiated and/or interrupted in classrooms and other educational practices. This introduction aims to sketch the overarching understanding of memory practices which guide the contributions, to point to the purchase of attending explicitly to the “doing” of memory, to highlight the difference between our approach to history education and approaches focusing on historical thinking, and to introduce the six articles.

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“…(Evans, 2004;Osborne, 2003;Symcox, 2002;Taylor & Guyver, 2011;Zimmerman, 2002). Also, history textbooks play a crucial role in the dissemination of officially approved images of history, and they are reflectors of societal controversies concerning sensitive issues (Klerides, 2010). The Cold War is perceived as a significant issue for teaching and learning by all the parties involved, and history textbooks are good indicators of what students understand about the origins of the Cold War, or at least what they are taught.…”

Section: Introductionmentioning

confidence: 99%

How is the Origin of the Cold War Depicted in Turkish History Textbooks?

Sungur¹

2021

EUROPEAN J ED RES

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<p style="text-align: justify;">The primary purpose of this article is to analyze how the origin of the Cold War is represented in Turkish history textbooks for general secondary school education for the twelfth grade. The author examined three history textbooks, which are only approved by the Ministry of National Education (MoNE) for teaching the course of Contemporary Turkish and World History. This research applied content analysis, including narratives and visual interpretation of the origins of the Cold War, and also the events regarding the emergence of Soviet Bloc and Western Bloc in high school history textbooks in Turkey. Findings indicate that treatments of the origin of the Cold War in Turkish history textbooks are remarkably similar in many ways. The traditional approach of the origin of the Cold War, which depicts the Soviet Union as an aggressive power whose primary purpose was to expand Communism to the world, constitutes the dominant narrative in Turkish history textbooks. The representation of the United States is very positive. All textbooks underline that the United States played a crucial role in solving many problems in many different parts of the world to prevent the expansion of Communism.</p>

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Imagining the Textbook

Cited by 35 publications

References 4 publications

The Great Irish Famine in Irish and UK history textbooks, 2010–2020

The Great Irish Famine in Irish and UK history textbooks, 2010–2020

Memory Practices and History Education

How is the Origin of the Cold War Depicted in Turkish History Textbooks?

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