Religious Nation or National Religion: Poland’s Heroes and the (Re) Construction of National Identity in History Textbooks

Hildebrandt-Wypych, Dobrochna

doi:10.1007/978-94-024-0975-8_7

Cited by 5 publications

(3 citation statements)

References 3 publications

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“…What is more, the idea of Polishness is coined around an ethno-nationalistic perspective and set of values, without much space left for Others. The third building block is interlinked with the second one, as the nationalist discourse is often embedded in a religious framework, and this relation is incredibly durable (Hildebrandt-Wypych, 2017). Again, the way in which religious education is devised and (often) delivered in Poland, does not leave much space for learning about other religions.…”

Section: Teaching About Other Cultures In a Monocultural Schoolmentioning

confidence: 99%

Islamophobia as a Form of Radicalisation

2023

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This book is divided into four parts: Key concepts (part I); Contemporary political discourses on Islamophobia (part II); Media practices (part III); and Responding to Islamophobia, extremism and radicalisation (part IV). In this introductory chapter, we discuss the scope and shattered boundaries of Islamophobia as both a concept and a sociopolitical reality. We then attempt a definition of Islamophobia's theoretical and pragmatic dimensions. This conceptual chapter brings together an anthropologist and a communication scholar to consider whether and to what extent Islamophobia is a form of violent radicalisation. This will serve as a background against which we will present the fifteen chapters of this collective book, which relate interdisciplinary research, media content analyses, media discourse analysis, ethnographic research, intersectoral advocacy work and action research conducted

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Section: Teaching About Other Cultures In a Monocultural Schoolmentioning

confidence: 99%

Islamophobia as a Form of Radicalisation

2023

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“…From this perspective, history textbooks also socialize gender roles . The growing evidence suggests that women remain consequently outside the history textbooks' narratives or they are portrayed in stereotypical female roles, usually inside homes, which belong to the private sphere (Szymczak, 2011;Chmura-Rutkowska, Głowacka-Sobiech & Skórzyńska, 2015;Michalski & Napierała, 2016;Williams & Bennett, 2016;Bagdasarova & Marchenko, 2017;Hildebrant-Wypych, 2017;Durrani et al ., 2022) .…”

Section: Original Research Projects Oryginalne Artykuły Badawczementioning

confidence: 99%

Underrepresented and Excluded from the Public Sphere: Women of Solidarity in Polish History Textbooks

Hejwosz-Gromkowska,

Hildebrandt-Wypych

2023

PBE

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The paper aims to analyze the Solidarity movement’s textbook narratives, focusing on women’s representation in the history textbooks used in upper-secondary schools between 1991-2018. Quantitative methods were used to measure different categories of historical figures (men/women) in terms of their frequency and textual space. To explore the values and ideologies embedded in the textbook narratives of Solidarity, the study was guided by the qualitative approach and the critical discourse analysis of both verbal and visual texts. Women consequently remain outside the historical narrative of Solidarity as a marginalized group. Stereotypical images and underrepresentation of women in history textbooks provide a distorted version of social reality, acknowledging that political and social activism belongs to the public sphere occupied by men. Moreover, it reproduces the view that women do not belong to the public sphere and cannot be leaders because they are positioned in the private sphere. From the perspective of citizenship education, such a strand reproduces or/and reinforces social inequalities.

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“…Programy historii odzwierciedlają aktualną i upolitycznioną perspektywę (większości) społeczeństwa na temat przeszłości. Historyczna narracja szkoły jest odpowiedzialna za budowanie reprezentacji bohaterów nie tylko po prostu reprezentujących przeszłości, ale także zakorzenionych w aktualności; tworzenie bohaterów, postrzeganych jako "kamienie milowe", które zespalają przeszłość, teraźniejszość i przyszłość mitologii narodowej 26 .…”

Section: Szkolne Narracje Historyczneunclassified

Bohaterstwo narodowe w kontekście świeckim i religijnym – o powiązaniach między nacjonalizmem, religią a edukacją

Hilderbrandt-Wypych¹

2019

10.14746/se

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Religious Nation or National Religion: Poland’s Heroes and the (Re) Construction of National Identity in History Textbooks

Cited by 5 publications

References 3 publications

Islamophobia as a Form of Radicalisation

Islamophobia as a Form of Radicalisation

Underrepresented and Excluded from the Public Sphere: Women of Solidarity in Polish History Textbooks

Bohaterstwo narodowe w kontekście świeckim i religijnym – o powiązaniach między nacjonalizmem, religią a edukacją

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