Search results

Since the early 1990s, the concept of historical consciousness has been central to didactic research in Sweden. It has mostly been used as a theoretical framework on a macro-level or as an attempt to identify students' historical consciousness. This article applies the theoretical concept of historical consciousness to tangible source material: history textbooks from the twentieth century. It focuses on whether Swedish history textbooks for lower secondary school have articulated contexts that may be conducive to developing historical consciousness. The article employs a number of theoretical concepts—narratives, multichronology, identity, and values—in order to analyze perspectives that can be utilized to trigger historical consciousness.

Intro -- Title Page -- Copyright -- Body -- Lily Gardner Feldman: Introduction to the Present Volume -- Martin Leiner: Setting the Stage: An Introductory Clarification of Concepts of East Central Europe -- Introduction -- The Central Europe Debate Revisited: Milan Kundera's Prophetic Article -- The Problematic Legacy of the Nineteenth Century: Imperial Domination and Aggressive Nationalism -- The Problematic Legacy of the Twentieth Century: Wars, Genocide‍(s), Ethnic Cleansings, Cold War -- Attempts to Deal with the Problematic Heritage -- Conclusion: Actual Conflicts and Reconciliation -- References -- Samuel Goda: The OSCE and Reconciliation: between Theory and Practice -- Introduction -- Reconciliation -- Different Definitions -- Stages and Sequencing -- Religion and Reconciliation: The Role of Forgiveness -- Actors in Reconciliation -- The Benefits of Third Parties in the Process towards Reconciliation -- The Concept of Security Community -- The OSCE as a Security Community -- The OSCE in Practice -- References -- Raisa Barash: Mythologization of the Soviet Past and Prospects for Historical Reconciliation in Russia -- The Early Post-Soviet Rollback of the Soviet Myth -- Reverting to the Anti-Western Discourse -- Rewriting History -- Reflection on Stalinism -- The Lack of Social Solidarity: Fuel for a Soviet Myth -- Victory Day and the Dilemma of Foreign Policy Reconciliation -- Conclusion -- References -- Olga Konkka: Russian Internal Narratives about the "Western Enemy" as a Barrier for Reconciliation: The Example of School History Textbooks -- Introduction: The Enemy as Object, The Textbook as Instrument -- Textbook Perceptions of Western Historical Strategies Against Russia -- Textbook Perspectives of the Contemporary West as Threat: Content and Sources of Suspicion -- The Trajectory of Textbook Characterizations of the West -- Conclusion

Open Access - frei verfügbare elektronische AusgabeDieses Werk ist als Open Access-Publikation im Sinne der Creative Commons-LizenzBY-NC-ND International 4.0 (»Namensnennung - Nicht kommerziell - Keine Bearbeitungen«) unter der DOI 10.14220/9783737004381 erschienen. Um eine Kopie dieser Lizenz zu sehen, besuchen Sie http://creativecommons.org/licenses/by-nc-nd/4.0/.Zum 50-jährigen Jubiläum der Aufnahme diplomatischer Beziehungen zwischen Deutschland und Israel legt die Deutsch-Israelische Schulbuchkommission ihre neuen Empfehlungen vor. Wissenschaftler, Fachdidaktiker, Pädagogen und Bildungspolitiker aus beiden Ländern untersuchten über 400 Schulbücher der Fächer Geschichte, Geographie und Sozialkunde im Hinblick auf die Darstellung des jeweils anderen Landes. Die aus den Schulbuchanalysen abgeleiteten Empfehlungen zielen auf eine inhaltliche und didaktische Revision der Israel- und Deutschlanddarstellung in zukünftigen Lehrwerken, um kommenden Schülergenerationen ein der Wirklichkeit entsprechendes Bild des anderen Landes, seiner Geschichte und Gesellschaft mit auf den Weg zu geben.; In time for the fiftieth anniversary of the commencement of diplomatic relations between Germany and Israel, the German-Israeli Textbook Commission issued a new set of recommendations. Over a period of four years, a group of academics, teaching specialists, educational practitioners and policymakers from both countries worked together to analyse depictions of the other country in over 400 history, geography and social studies textbooks in use in Germany and Israel. The recommendations the experts have made on the basis of the analysis seek to promote revisions in the content and educational approaches used in depictions of Israel/Germany in future textbooks; the hope is that these books will contain realistic images of the other country, its history and society. The Israeli-German discussions on textbooks were coordinated by the Georg-Eckert Institute for International Textbook Research in Braunschweig, Germany, and the Mofet Institute of Research, Curriculum and Program Development for Teacher Educators in Tel Aviv.

The review presents the manuscript of the textbook "Criminalistics", which is being prepared for publication. In the manuscript, the authors of the textbook, based on the established traditional approaches to criminology textbooks that have developed in Russian science, consistently present the material that is conceptually linked by the table of contents of the publication. It pays special attention not only to the already established and well-established educational knowledge, but also to the knowledge relevant to the current situation in which the law enforcement agencies of Russia function. Consistently in the sections of the criminalistics system in the textbook, the issues of criminalistic identification, forecasting, situational modeling and the basics of information and methodological use of criminalistics data in other types of law enforcement activities are revealed. The textbook reflects almost all the institutes of technical support of the investigation, including the issues of genetic identification of the individual, the study of computer information, the basics of the use of "artificial" intelligence in the investigation of crimes, expert activity in the investigation. Special attention is paid to the tactics of verbal and non-verbal investigative actions. For the first time, the issue of establishing causal relationships in the process of investigating crimes is considered. In the system of private forensic techniques, the authors have included both traditional and current methods of investigating crimes against public security and state power, terrorist and extremist orientation, official and official crimes, as well as crimes committed in the field of computer information.

School history education, despite many variables affecting its shape and character, is still very much based on the oral transmission of the teacher and on textbooks. Examination of the content provided by individual teachers behind the closed doors of the classrooms in which they work with students is practically impossible on a larger scale. The situation is different with regard to school history textbooks, which, first of all, have been developed on the basis of the core curricula announced by the minister of education and science. Secondly, they are reviewed by experts specially appointed for this purpose. Thirdly, they are publicly available, and thus can be comprehensively assessed. The described conditions allow for the assessment of particular events from the past, including the first political and military battle for Upper Silesia, with particular emphasis on the First Silesian Uprising of 1919. The events of August of that year occupy a place adequate to the role and importance they had in the process of shaping the borders of the Polish state after World War I in the pages of textbooks that have been used in the Polish schools for over twenty years. For obvious reasons, they occupy much more space in textbooks for secondary schools, which also contain more iconographic materials and instructions for students. In conclusion, it should be stated that most of the textbooks analyzed enable the students to learn the most important facts about the genesis, course and significance of the uprising.

This study aims to analyze the influence of the military in constructing national identity through history lesson textbooks for high schools in the period of New Order government. The move is motivated by the understanding that history lesson textbooks are important media to instill a national identity. The research method used was qualitative through content analysis of history lesson textbooks. The analysis focused on historical narratives about the revolution of independence (1945-1950). The results show that the narratives in textbooks are influenced by the views of the military. It can be seen from the militaristic narratives and heroification of military figures. On the other hand, the roles of political figures are negated and distorted.Keywords: history, history lesson, textbook, military, heroification, distortion, negation Penelitian ini bermaksud menganalisis pengaruh kelompok militer dalam pembentukan identitas nasional melalui buku teks pelajaran sejarah untuk SMA pada masa pemerintahan Orde Baru. Langkah itu dimotivasi oleh pemahaman bahwa buku teks pelajaran sejarah merupakan media yang penting untuk menanamkan identitas nasional. Metode penelitian yang digunakan adalah kualitatif melalui analisis isi buku teks pelajaran sejarah. Analisis dilakukan terhadap narasi sejarah tentang revolusi kemerdekaan (1945-1950). Hasil penelitian menunjukkan bahwa narasi dalam buku teks dipengaruhi oleh pandangan kelompok militer. Hal itu antara lain dapat disimak dari narasi yang bersifat militeristik dan pemahlawanan (heroifikasi) tokoh-tokoh militer. Di lain pihak, peran tokoh-tokoh politik dinegasikan dan ditenggelamkan. Kata kunci: sejarah, pelajaran sejarah, buku teks, militer, heroifikasi, distorsi, negasi

During the interwar period, a number of organisations started to look into education as part of an attempt to understand how nationalism was fuelled through education and to what extent it had forced the outbreak of the Great War. These efforts coincided with a more general internationalisation of educational systems as part of the progressive movement. In response to nationalism and a perceived need for reformation of national narratives, the school subjects of history and geography became the primary suspects as advocates of chauvinism and militarism. In 1919, associations for the promotion of understanding and cooperation between the Scandinavian countries – the Norden Associations [föreningarna Norden] – began investigating history textbooks. The notion behind these efforts was that the Scandinavian peoples had especially strong natural and historical bonds that a false nationalism had eradicated, and in the zeitgeist of the time such bonds should be resurrected. This revision of textbooks was expanded in the 1930s to explore, assess, and develop the entire teaching of history in the Nordic countries. The Norden Associations converged on many levels with the disparate international movements for educational change that, in a broader sense, led to standardisation of not only history education, but also the whole educational system. This article presents the Norden Associations as part of a process of hegemonic isomorphism in which cultural hegemony set the institutional boundaries within which the organizations could work in order to attain legitimacy. The network of educators, researchers, organisations, and politicians that was involved in this process was vast. This article demonstrates how an organisation with a specific political agenda, and with only limited international objectives came to be – not only a part of – but, to some extent, an organisational role model for loftier efforts aimed at global and cosmopolitan history teachings.

This fully updated Textbook for Pearson Edexcel A-level Politics will help your students develop a critical understanding of the latest developments in US Government and Politics. This trusted textbook by Anthony J Bennett, revised by David Tuck and Simon Lemieux, is specially designed to reflect the Edexcel specification and help your students approach complex topics with confidence. This Student Textbook: - Comprehensively covers the Government and Politics of the USA, including the 2020 Presidential elections - Places recent developments in a historical context throughout to show the influence of political history on current events - Builds your confidence by highlighting key terms and explaining synoptic links between different topics in the specification - Develops your analysis and evaluation skills through activities, debates and practice questions - Provides answer guidance for practice questions online at www.hoddereducation.co.uk.

1. Introduction / Muhammad Shoaib Pervez -- Part I. Educational Aspect: 2. Education and Radicalization in Pakistan: A Post-Colonial Perspective / Fatima Waqi Sajjad -- 3. Teaching Toward a Culture of Peace: Analysis of Islamiyat and Ethics Textbook / Ashar Johnson Khokhar -- 4. Infusing Cultural Diversity into Pakistan Studies Textbooks: An Analysis of Textbooks and Teachers' Perspectives / Yaar Muhammad and Peter Brett -- Part II. Religious Aspects: 5. Pacifying Sunni-Shī'ite Relations in Pakistan: Patterns of (De)Humanization and Prospects of Trust-Building / Sohaib Ali and Fatima Sajjad -- Part III. Geopolitical: 6. The radicalized regional order of India-Pakistan and prospects of a Security Community / Muhammad Shoaib Pervez -- 7. Deconstructing the Myth of Pashtuns being Extremist and Warrior Nation: Causes of radicalization in Khyber Pakhtunkhwa / Arshad Ali and Fazal Subhan -- 8. Conclusion / Muhammad Shoaib Pervez -- Index.

Nowadays, a great part of English language teaching is based on textbooks, mainly those produced by large publishing companies and distributed worldwide. Bearing in mind that teachers constantly interact in the classroom with the way a textbook represents its view of culture, there should be a critical stance in its implementation. In this article, we analyze how culture is treated in a textbook for teenagers, Got it! Starter (2011), generally used for beginners in language schools, based on contemporary theoretical underpinnings of culture and interculturality in foreign language classrooms. The results indicate the need of critical analysis from the teacher on the cultural products and practices presented and of transgression strategies in the classroom in order to develop intercultural critical skills through reflection about the content, not thoughtless and passive acceptance.

This textbook introduces systems science as an entry point to present a basic introduction to research models and methods in management science (operation research). This textbook selects the classic quantitative models and methods as well as rich cases and detailed examples, which are suitable for students with a certain management and economics knowledge for further study, and helps to develop the abilities of using the basic models in real life.

"In recent years, body studies has expanded rapidly, becoming an increasingly popular field of study within anthropology, sociology, and cultural studies. This groundbreaking textbook takes the topics and theories from these disciplines, and combines them into one single, easily accessible text for students. Body Studies is a comprehensive textbook on the social and cultural uses and meanings of the body, for use in undergraduate college courses."--Back cover.