Introduction: History in Politics

Friedman, Max Paul; Kenney, Padraic

doi:10.1007/978-1-137-09150-5_1

Cited by 7 publications

(16 citation statements)

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“…3 For treatments of other nations' efforts, see, for example, Foster and Crawford (2006), Friedman and Kenney (2005), Hein and Selden (2000), and Seixas (2004). 4 The summary of immigration and Americanization historiography that follows does not do full justice to its complexity.…”

Section: Notesmentioning

confidence: 99%

“…Vecoli (1979). 8 For specific accounts of how history is used as a device to shape and socialize in democracies beyond the United States, see Friedman and Kenney (2005) and Hein and Selden (2000).…”

Section: Notesmentioning

confidence: 99%

“…15 As historians Max Paul Friedman and Padraic Kenney ( 2005) argue, there are certainly disputes over the visions of history such tomes should present. 16 It is the nature of democratic nation-states to argue over the memories of the past they wish to cherish and repeat to successive generations. However, arguments are rarely between the kinds of evidence-based, archive-driven histories produced by the professional historians and those celebratory myths and legends offered up and maintained by cultural leaders, politicians, and policymakers.…”

Section: Us History Textbooksmentioning

confidence: 99%

“…. , history becomes a weapon in the struggle for symbolic capital, wielded to acquire legitimacy for one's own side while delegitimizing the opposition," Friedman and Kenney (2005, p. 2) point out. They add that all actors in this drama of creating collective memories "recognize that the past is a rich source of stories, images, metaphors, and 'lessons' that have compelling power over the imagination and can move people to action" (p. 2).…”

Section: Us History Textbooksmentioning

confidence: 99%

“…For more on this point, see Gabaccia (1997), Friedman and Kenney (2005), Novick (1988), and Schlesinger (2007. 19 For a detailed account of how textbooks (and history teachers and schooling) participate and reinforce a particular collective memory concerning Quebec history, see Jocelyn Letourneau and Sabrina Moisan (2004).…”

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confidence: 99%

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Narratives of Nation-State, Historical Knowledge, and School History Education

VanSledright

2008

Review of Research in Education

210

137

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I n spring of 2006, the Florida state legislature, in a virtually unprecedented step, chose to make how U.S. history is taught a matter of public policy. The Florida omnibus bill contained the sentence, American history shall be viewed as factual, not as constructed, shall be viewed as knowable, teachable, and testable, and shall be defined as the creation of a new nation based largely on the universal principles stated in the Declaration of Independence. (Florida House of Representatives, 2006, p. 44.) Apparently, protecting the hallowed ground of the nation-building story of American history from threatening forces prompted state policymakers to legislate its protection. Such a move provoked yet another in a decades-old raft of reactions, accusations, and criticisms from across the political spectrum. 1 Why all the fuss, a reasonable observer might ask, and to what end? This, of course, is itself a historical question. And of course, an answer would beg a response that includes a multitude of causes. In this review, I attempt to address the question in a series of broad but also specific strokes. I begin by suggesting that in the United States, for example, late 20th century immigration patterns have been perceived by some who consider themselves American natives because they were born in the country (even though their ancestors are of European stock) as threatening to soften the glue that preserves their vision of the right and true American culture. In 2006, the U.S. Census Bureau estimated that there were approximately 34.3 million foreign-born persons (largely from Mexico) living in a country of 300 million people, or about 11.4% of the U.S. population. Contrast that with 1967, when there were 200 million people in the United States, of whom only 4.8% (9.7 million) were foreign born (largely from Italy). Recently, the idea about erecting a giant wall along the U.S.-Mexico border-ostensibly

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Section: Notesmentioning

confidence: 99%

Section: Notesmentioning

confidence: 99%

Section: Us History Textbooksmentioning

confidence: 99%

Section: Us History Textbooksmentioning

confidence: 99%

mentioning

confidence: 99%

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Narratives of Nation-State, Historical Knowledge, and School History Education

VanSledright

2008

Review of Research in Education

210

137

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Reinvoking the past in the present: changing identities and appropriations of Joshua Nkomo in post-colonial Zimbabwe

Ndlovu-Gatsheni

Willems

2010

African Identities

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Rethinking nationalistic history in China: Towards a multicultural Chinese identity

Lin

2023

Studies Ethnicity & National

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In China, the central government enjoys paramount authority in (re)writing national history, and its interpretation is promoted through various channels to shape people's national identity. Over the past two decades, the Chinese government has promoted a nationalistic history to promote a Han‐dominant Chinese identity. This nationalistic approach to Chinese history stands in contrast to China's multicultural society and the government's affirmation of multicultural aims as the core values and future goals of the nation. It was expected that the government would rethink and revise nationalistic history to recognize diverse groups and accommodate their needs in the Xi Jinping era. However, this paper shows that the current government continues to emphasize a version of national history that encourages a nationalistic sentiment and discourse. This approach to Chinese history risks strengthening xenophobic sentiments and behaviour in China, and could become coercive for Chinese people who hold different interpretations or expect a more comprehensive interpretation of national history. I argue that a critical multicultural approach can help develop a more inclusive and balanced national history and identity in China.

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Introduction: History in Politics

Cited by 7 publications

References 2 publications

Narratives of Nation-State, Historical Knowledge, and School History Education

Narratives of Nation-State, Historical Knowledge, and School History Education

Reinvoking the past in the present: changing identities and appropriations of Joshua Nkomo in post-colonial Zimbabwe

Rethinking nationalistic history in China: Towards a multicultural Chinese identity

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