After Empire: The Politics of History Education in a Post-Colonial World

Mycock, Andrew

doi:10.1057/978-1-137-52908-4_21

Cited by 14 publications

(12 citation statements)

References 49 publications

(39 reference statements)

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“…There is a nostalgia for the imperial past in the history education programs of many countries, including England (Alexander & Weekes-Bernard, 2017;Smith, 2017). In countries which are accepted as developed democracies such as France, the Netherlands, and Belgium, they still have not reckoned with their colonial past in their history education (Mycock, 2017). Comprehensive studies conclude that the historical narrative about the democratization process in Turkey is intertwined with militaristic and nationalistic rhetoric.…”

Section: Findings Discussion and Resultsmentioning

confidence: 99%

“…Ayrıca, İngiltere'de temel Britanya değerleri olarak adlandırılan değerler sadece İngiltere'ye özgüymüş gibi ve aynı zamanda İngiltere'de yaşayan herkesi kapsıyormuş gibi sunulmaktadır (Önal vd., 2018). Fransa, Hollanda ve Belçika gibi ülkelerde ise tarih eğitiminde hâlâ sömürgeci geçmişle yüzleşilmemiştir (Mycock, 2017). Araştırmalara göre, Türkiye'de demokratikleşme süreci konusundaki tarihsel anlatım ise militarist ve milliyetçi bir söylemle iç içe geçmiştir.…”

Section: Tartişma Ve Sonuçunclassified

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Quality History Education Principles of the Council of Europe: A Critique of Traditional History Education

Önal

2021

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Eğitim, birlikte yaşam idealinin önemini kavramış ve aynı evrenin parçası olma yani evrendeşlik bilincine sahip bireyler yetiştirme amacı taşımalıdır. Bu anlamda, tarih eğitimi önemli alanlardan bir tanesidir. Geleneksel olarak nitelenen tarih öğretimi; benimsediği yaklaşım, program, ders kitabı, öğretimde benimsenen pedagojik yöntem ve teknikler bakımından eğitimin bu amacına hizmet edememektedir. Bu çalışmanın amacı, 21. Yüzyılda Nitelikli Tarih Eğitimi için İlkeler ve Rehber (Quality History Education In The 21st Century Principles And Guidelines) isimli belgede Avrupa Konseyi'nin benimsediği tarih eğitimi anlayışını, Konsey üyesi bazı ülkelerdeki uygulamalara da atıfta bulunarak tartışmaktır. Bu çalışmada, nitel araştırma yöntemlerinden doküman analizi yöntemi kullanılmıştır. Konsey'in önerisi; farklılıkları kapsayıcı, demokrasinin tarihsel gelişimine yer veren, çoklu bakış açısı ve tarihsel empati kazandıran bir tarih eğitimidir. Tarih eğitiminde; analitik, eleştirel ve karşılaştırmalı düşünme becerilerinin geliştirilmesi önemsenmektedir. Öğrencilerin değerlerin tarihsel süreç içerisinde değişebileceğini anlaması bir diğer önemli konudur. Kısaca, Avrupa Konseyi'nin önerdiği tarih eğitiminin, birçok Konsey üyesi ülkedeki dâhil, geleneksel olarak adlandırılan ve hamasi bir söyleme sahip tarih öğretim anlayışına yönelik bir eleştiri ve yenilik çağrısı olduğu söylenebilir. Önerilen tarih eğitiminde; farklılıklara saygı, kültürlerarası etkileşim ve birlikte yaşama kültürüne vurgu yapılmaktadır.

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Section: Findings Discussion and Resultsmentioning

confidence: 99%

Section: Tartişma Ve Sonuçunclassified

Quality History Education Principles of the Council of Europe: A Critique of Traditional History Education

Önal

2021

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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“…This is the view that there is “no reason to think that we would have been a dramatically different people—with different institutions and priorities and different ways of developing our ‘young and free’ nation—were the Indigenous peoples of Australia non-existent” (Nicolacopoulos and Vassilacopoulos, 2014, p. 19). History curriculum has been a potent tool of settler nation-building, used, as Mycock (2017, p. 393) has explained, to shape students' orientation in a course of time by using national historical narratives which (1) legitimate the nation by “teleologically connecting the past with the present to sustain contemporary political goals”, and; (2) construct “national identities that bind citizens to historically justified national communities”.…”

Section: History Curriculum Ontology and Nation-buildingmentioning

confidence: 99%

Ontology, sovereignty, legitimacy: two key moments when history curriculum was challenged in public discourse and the curricular effects, Australia 1950s and 2000s

Keynes

Marsden

2021

HER

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PurposeThe purpose of this paper is to examine the ways that history curriculum has worked to legitimise dispossession through narratives that elide questions of Indigenous sovereignty, and which construct and consolidate white settler identity and possession.Design/methodology/approachThe paper uses two case studies to compare history education documentation and materials at key moments where dominant narratives of settler legitimacy were challenged in public discourse: (1) the post-war humanitarian agenda of fostering “international understanding” and; (2) the release and educational recommendations of the 1997 Bringing them Home Report.FindingsThe paper shows that in two moments where narratives of settler legitimacy were challenged in public discourse, the legitimacy of settler possession was reiterated in history curricula in various ways.Practical implicationsThis research suggests that the prevailing constructivist framework for history education has not sufficiently challenged criticisms of the representation of Aboriginal history and the history of settler-colonialism in the history syllabus.Originality/valueThe paper introduces two case studies of history curriculum and shows how, in different but resonant ways, curricular reforms worked to bolster the liberal credentials of the settler state.

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“…Moreover, the individualistic hero narrative shapes civic identities by promoting a "personification of national consensus" as the true and uncontested version of events, limiting the possibility of alternative explanations [8]. This has resulted in many concerns being raised by postcolonial scholars, as well as conflict relating to the goals of history and citizenship curricula, contesting the educational ground between developing critical and interpretive skills among young people and inculcating a sense of patriotism [44]. Thus, in post-colonising countries such as Britain, the "official" interpretation of the past presented in educational curricula has tended to reflect the desired ideological construction of the present.…”

Section: Dismantlingmentioning

confidence: 99%

“…Revisionist attempts to shift the historical narrative from the hero narrative to a mode of contrition, from glory to apology, have resulted in politicians such as Gordon Brown claiming that Britons should celebrate the positive elements of their imperial past [44,46], thereby reifying the hero narrative all the more. This demonstrates that taking political responsibility necessarily involves more than simply allocating blame or making apologies.…”

Section: Dismantlingmentioning

confidence: 99%

Challenging the Hero Narrative: Moving towards Reparational Citizenship Education

Walsh

2020

Societies

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In his book, No More Heroes: Grassroots Challenges to the Savior Mentality, Jordan Flaherty claims the saviour mentality exists when “you want to help others but are not open to guidance from those you want to help”. According to Flaherty, the adoption of this mentality results in charitable activities at individual and community levels without broader systemic change, leaving unjust power relations unaddressed. He argues that this mentality is underpinned by racism, colonialism and capitalism, as well as an unethical and historically problematic understanding of charity. With reference to the ongoing partnership work between Scotland and Malawi, this article summarises a conceptual investigation into the possibility that Global Citizenship Education perpetuates the hero narrative. Historical, political and educational research is connected to Bhabha’s theory of cultural hybridity to conceptualise a theory of Reparational Citizenship Education, in contrast to the “reciprocal” approach favoured by policy makers and charitable organisations in Scotland. It is argued that this conceptual shift involves taking the hero narrative to task and that this approach has theoretical and practical implications for the future of Global Citizenship Education.

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After Empire: The Politics of History Education in a Post-Colonial World

Cited by 14 publications

References 49 publications

Quality History Education Principles of the Council of Europe: A Critique of Traditional History Education

Quality History Education Principles of the Council of Europe: A Critique of Traditional History Education

Ontology, sovereignty, legitimacy: two key moments when history curriculum was challenged in public discourse and the curricular effects, Australia 1950s and 2000s

Challenging the Hero Narrative: Moving towards Reparational Citizenship Education

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