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AbstractThis article examines the role played by national history in generating and sustaining the popularity of British Eurosceptic arguments. The core argument advanced is that the modernist approach to history prevalent among British historians and the society in which they work has to be considered the key reason for Euroscepticism retaining such a popular appeal in Britain. The overly reverential attitude to recent martial history on the part of the British, and an almost total neglect of the peacetime dimensions of modern European history since 1945, both serve to exaggerate the tendency in the country to fall back on glib images of Britain as a great power with a 'special relationship' across the Atlantic and Europe as a hostile 'other' to be confronted rather than engaged with constructively.

This paper relates the changes that have occurred in historiography over the last couple of decades to the present state of writing on the history of higher education in Canada. The existing bibliography has laid the groundwork and the 'new' history offers the means by which the complex relationships between society and institutions of higher learning can be synthesized. A few examples of the kinds of questions that need to be asked and of some assumptions that need analysis are given. By looking at all phases of universities - professors, students, women, administrative and academic matters; by using quantitative as well as qualitative research techniques; by consulting government, church, local and business sources as well as university material; and by analyzing and critiquing the newer historians of higher education can help Canadians understand the traditions and mores of individual institutions as well as the collective impact of higher education on the society. ; Ce travail relate les changements qui ont eu lieu en historiographie durant les dernières décennies et jusqu'à l'état actuel des écrits sur l'histoire de l'éducation supérieure au Canada. La bibliographie existante a servi de fondement et la "nouvelle" histoire offre un moyen de synthétiser les relations complexes entre la société et les institutions d'enseignement supérieur. L'étude inclut quelques exemples de questions et de présomptions qui méritent l'attention. En examinant la vie universitaire sous tous ses aspects - les professeurs, les étudiants, les femmes, les affaires académiques et administratives; en utilisant des techniques de recherche quantitatives aussi bien que qualitatives; en consultant le gouverne-ment, l'eglise, les sources locales et les affaires aussi bien que le matériel universitaire; et en analysant et en critiquant, les nouveaux historiens de l'éducation supérieure peuvent aider les Canadiens à comprendre les traditions et les coutumes des institutions individuelles aussi bien que l'impact collectif de l'éducation supérieure sur la société.

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.

Published also as Catholic University of America, Educational research monographs, vol. VI, no. 1. ; Vita. ; Thesis (PH. D.)--Catholic University of America, 1931. ; Bibliography: p. 151-153. ; Mode of access: Internet.

section 1. "Smooth" debates over a better future for history education, mainly in educational terms -- section 2. "Moderate" debates over the presence of history education in political, national, and educational terms -- section 3. "Passionate" debates over the national past rather than over history education, mainly in political and national terms -- section 4. Absence of substantive debate : history education as an uncomplicated national narrative

This study attempts to examine how the education system in East Africa has been established, the aims behind that education system, which aims change over the years to meet new demands of a changing situation and the amount of work which people have put in in developing that particular education system