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Discusses the perspectives of historical text as evolving from respective historical representation. Explores methods of educational history through writings, documents, biographies, autobiographies, issues of source and technicalities, and historian viewpoints. Offers that historian's voices must be positioned critically and reflectively at the intersection of biography and history. (KDR)

Reviews early textbook development in Finland after a long history of Swedish and Russian domination. Follows the relationship between history teaching and the development of a national identity. States expansion of the educational system was the basis for the intensified national and social role of schooling. (NL)

This case study of the Russian Empire, based on the analysis of more than 100 primary sources in the form of textbooks on domestic history (uchebniki otechestvennoi istorii) and archival documentation, is intended to help understand the evolution of the formation of domestic history as a school subject as an integral part of the imperialist state's historical policy. The essence of the work was an attempt to periodise the development of the educational narrative as one of the components influencing the mentality of the Russian population – or rather, certain segments of it – and the extent of this phenomenon from the point of view of postcolonial studies. Special attention was also paid in the text to considerations based on discourse analysis of how the history of rulers-tsars gradually became the history of the people-Russians. [ABSTRACT FROM AUTHOR]

A comparative analysis of Irish history at school in the two parts of Ireland from 1921 to the 1990s is proposed here through an examination of history curricula and textbooks. The main focus is on the 1980s and 1990s, which were pivotal decades, usually described as having brought about a gradual convergence between the Republic of Ireland and Northern Ireland in terms of the treatment of Irish history within a wider context and related conceptions of Irish identity. The article argues that the new perspectives in fact reveal a dual trend, with elements of convergence but also enduring or even consolidated aspects of distinctiveness or divergence, in the treatment of both Irish history and European history: the more open, more transnational approaches of Irish history went hand in hand with a consolidation of state and regional identifications, as well as with a different view of the place of European history. [ABSTRACT FROM AUTHOR]

This study aimed to analyse the text and context of history textbooks that established Dutch colonialism as a determinant factor in the New Order era and later. Two research questions were postulated: (1) Why was the discourse of colonisation maintained in textbooks after the proclamation of independence in 1945? (2) How was the colonial discourse represented in secondary education history textbooks from the six national curriculum reforms? To answer these questions, this study analysed secondary education history textbooks used during five periods of different national curricula from 1975 to 2013. The analysis was conducted using Teun A. van Dijk's Critical Discourse Analysis (CDA). The results show that modern professional historians were the producers of the colonial discourse that was reproduced by the textbook writers. These historians established western culture as the ideal model of sociocultural life and constructed Indonesian history as a westernisation process using Dutch colonialism as a determinant factor. Indonesians were narrated into being passive objects. [ABSTRACT FROM AUTHOR]

The Holocaust was one of the most significant events of contemporary history and still has great relevance for current times. This paper analyses the portrayal of the Holocaust in secondary education history textbooks in Spain. As this type of research has grown in the international arena, the need to review critically this event in Spanish textbooks has become ever more evident. This paper reviews what has already been written on this subject in the international arena and makes a number of methodological observations both quantitatively and qualitatively. In the review, a number of deficiencies in the representation of the Holocaust were found. This strongly indicates the need to contextualise the study of the Holocaust and frame it within a structural perspective that would account for its multi-causal origin. Attention is also drawn to the need to improve the content, dispel some myths and improve deficiencies identified in textbooks on the subject. [ABSTRACT FROM AUTHOR]

As a result of developments in public education in the nineteenth-century Ottoman state, pedagogic professionalism began to direct school studies by setting scientific discourse against conventional epistemology. However, the strong conviction that the late Ottoman Empire was secularised progressively over years leads to the neglect of the tensions and conflicts in active authorship, and nullifies the role of textbooks as battlefields for ideologies. This article examines the tensions and resistances to modern knowledge that were deemed to be transferred in a smooth transition from the old to the new epistemology, in the history of education literature. The article discusses the discursive views in the general history textbooks. The contrasting conceptions of history, the first man, civilisations and tribal societies demonstrate the failure to form standard school knowledge in the Second Constitutional Period. [ABSTRACT FROM AUTHOR]

In 1924 the Carnegie Endowment for International Peace published a volume investigating the teaching of school history in former belligerent states in Europe. The project sought to reconcile former enemies through mutual understanding and educational exchange and reflected a widely held belief that although the military conflict had finished, its ideas still resounded and served to perpetuate antagonism. The CEIP project, conceived in the internationalist spirit, was itself derailed by nationalist enmity, a consequence of the Franco-Belgian occupation of the Ruhr in January 1923, demonstrating the limits of cultural reconciliation in the early 1920s, and the resultant volume showed that belligerent views of recent history were still being taught to schoolchildren in France and Germany in the early 1920s. [ABSTRACT FROM AUTHOR]