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This book uses historiography and discourse analysis to provide a new insight into understanding the nexus between ideologies, the state, and nation-building--as depicted in history school textbooks. It focuses on the interpretation of social and political change, significant events, and examining possible new biases and omissions in school textbooks. The 'Europeanization' of history textbooks in the EU is an example of western-dominated Grand Narrative of pluralist democracy, multiculturalism, and human rights, according to the canon of a particularly European dimension. Various public debates in the USA, China, the Russian Federation (RF), Japan, and elsewhere, dealing with understandings of a nation-building, national identity, and history education point out to parallels between the political significance of school history and the history education debates globally. The book demonstrates that the issue of national identity and balanced representations of the past continue to dominate the debate surrounding the goals, dominant ideologies and content of history textbooks, and historical narratives. It concludes that competing discourses and ideologies will continue to define and shape the nature and significance of historical knowledge, ideologies and the direction of values education in history textbooks. This book provides an easily accessible, practical, yet scholarly insights into local and global trends in the field of history education, and should be required reading for a broad spectrum of users, including policy-makers, academics, graduate students, education policy researchers, administrators, and practitioners.

The increasing ethnic, racial, cultural, religious, and language diversity in nations throughout the world is forcing educators and policymakers to rethink existing notions of citizenship and nationality. To experience cultural democracy and freedom, a nation must be unified around a set of democratic values such as justice and equality that balance unity and diversity and protect the rights of diverse groups. This book brings together in one comprehensive volume a group of international experts on the topic of diversity and citizenship education. These experts discuss and identify the shared issues and possibilities that exist when educating for national unity and cultural diversity. This book presents compelling case studies and examples of successful programs and practices from twelve nations, discusses problems that arise when societies are highly stratified along race, cultural, and class lines, and describes guidelines and benchmarks that practicing educators can use to structure citizenship education programs that balance unity and diversity. Beginning with a foreword (Will Kymlicka), followed by a preface (James A. Banks), this book is divided into seven parts. Part One, Crosscutting Issues and Concepts, contains an introduction, Democratic Citizenship Education in Multicultural Societies (James A. Banks), followed by the first set of chapters: (1) Migration, Citizenship, and Education (Stephen Castles); (2) Higher Learning: Educational Availability and Flexible Citizenship in Global Space (Aihwa Ong); and (3) Unity and Diversity in Democratic Multicultural Education: Creative and Destructive Tensions (Amy Gutmann). Part Two, The United States and Canada, contains the next two chapters: (4) Culture versus Citizenship: The Challenge of Racialized Citizenship in the United States (Gloria Ladson-Billings); and (5) Citizenship and Multicultural Education in Canada: From Assimilation to Social Cohesion (Reva Joshee). Part Three, South Africa and Brazil, contains the following chapters: (6) Citizenship Education and Political Literacy in South Africa (Kogila A. Moodley and Heribert Adam); and (7) Citizenship and Education in Brazil: The Contribution of Indian Peoples and Blacks in the Struggle for Citizenship and Recognition (Petronilha Beatriz Goncalves e Silva). Part Four, England, Germany and Russia, contains the next group of chapters: (8) Diversity and Citizenship Education in England (Peter Figueroa); (9) Ethnic Diversity and Citizenship Education in Germany (Sigrid Luchtenberg); and (10) Citizenship Education and Ethnic Issues in Russia (Isak D. Froumin). Part Five, Japan, India, and China, then presents chapters: (11) Expanding the Borders of the Nation: Ethnic Diversity and Citizenship Education in Japan (Stephen Murphy-Shigematsu); (12) Crisis of Citizenship Education in the Indian Republic: Contestation between Cultural Monists and Pluralists (T. K. Oommen); and (13) Ethnic Diversity and Citizenship Education in the People's Republic of China (Wan Minggang). Part Six, Israel and Palestine, contains: (14) Diversity and Citizenship Education in Israel (Moshe Tatar); and (15) Educating for Citizenship in the New Palestine (Fouad Moughrabi). Part Seven, Curriculum for Diversity, Democracy, and Citizenship Education, contains the final chapter: (16) Diversity, Globalization, and Democratic Education: Curriculum Possibilities (Walter C. Parker). The book concludes with: (1) Diversity, Democracy, Globalization, and Citizenship: A Bibliography; (2) Name Index; and (3) Subject Index.