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This article examines the key category defining multiculturalism in Israeli history education: the representation of North African and Middle Eastern Jewry, aka Mizrahim. Applying Nordgren's and Johansson's conceptualisation, the article explores the changes in this subject from the establishment of Israel to the present day. The diachronic textual analysis shows that social and educational transformations along with developments in the historical discipline have led to a significant change in the representation of Mizrahim. These changes, the conceptual framework reveals, were manifested not solely in adding content but reflected a profound acknowledgement of multicultural approaches. Nevertheless it became clear that the changes are limited, as constructing the Eurocentric Zionist historical consciousness remains the primary goal of the education process. Similar to controversies around the world, the limited nature of the changes–despite the sincere efforts involved–is the result of the rigid national framework that continues to shape Israel's history education. [ABSTRACT FROM AUTHOR]

Unearthing a key chapter in the development of Israeli history education, this article explores history-teaching at the Hebrew Reali School in Haifa, one of Israel's foremost schools, in the wake of the 1973 Yom Kippur War and against the backdrop of attempts made by the Ministry of Education to reform history education in Israel. It shows that in the context of the great social changes that occurred in Israeli society, Reali history teachers felt that their primary mission was to ensure that their students remained closely connected to their collective past. [ABSTRACT FROM AUTHOR]

While the literature on the history of history education in Israel is vast, little has been written about it from teachers' perspectives. This article focuses on teachers' motivation for teaching history and explores what formed the ways in which they understood their profession in the 1970s and 1980s, a period of great social and political change in Israel. By focusing on history teachers' reaction to the Yom Kippur War (1973) and the Israeli–Palestinian conflict, to the introduction of a new history curriculum (1975) and to the diversification of the Israeli society, the article shows that, in a rapidly changing world, these teachers saw themselves first and foremost as the ones in charge of maintaining unbroken links between their students and their national past. This often put history teachers in conflict with their professional surroundings, giving rise to heated arguments over the question: what should be the purpose of history education? [ABSTRACT FROM AUTHOR]

This paper explores the role of Civil War heritage in U.S. public diplomacy during the Cold War era. Especially during the celebration of the Civil War’s centennial, between 1961 and 1965, the Americans endeavoured to harness the conflict’s heritage to promote U.S. interests in Europe. How they intended to do this is demonstrated primarily through an examination of Colonel Sidney Morgan’s mission to Europe to find how the commemoration of the Civil War could be used for public diplomacy. Additionally, by exploring how Civil War heritage was spread and used in the British public sphere, the paper examines and underlines the key role saved to unofficial cultural agents, such as Civil War re-enactment clubs and private people, in heritage diplomacy. The focus on unofficial agents and networks enable this study to show how heritage diplomacy works at the un-institutionalised level and to explore the interaction between the official and unofficial level in heritage diplomacy. The historical perspective and methodology cast new light on the use of history, historical memory and heritage for diplomatic ends and introduces both historians and heritage scholars with new avenues to explore, such as the role of memory and historical consciousness in shaping international relations. [ABSTRACT FROM AUTHOR]