Teachers and the Politics of History School Textbooks

Zajda, Joseph

doi:10.1007/978-0-387-73317-3_24

Cited by 16 publications

(5 citation statements)

References 14 publications

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“…Z perspektywy porównawczej widać, że państwa stosują zróżnicowaną politykę wobec edukacji historycznej i podręczników. W niektórych krajach, takich jak Japonia, państwo ściśle monitoruje zawartość podręczników, w innych, zwłaszcza w krajach zachodnich, proces ten jest mniej sformalizowany 14 . W Polsce podręczniki szkolne są dopuszczone do użytku na podstawie rozporządzenia Ministra Edukacji.…”

Section: Ukryty Program Szkolnych Podręczników Do Historii a Proces N...unclassified

Ludzie Solidarności i jej symbole – dyskursywna analiza podręczników szkolnych

Hejwosz-Gromkowska,

Hildebrandt-Wypych

2023

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Celem badania była analiza podręcznikowych narracji o „Solidarności”, ze szczególnym uwzględnieniem czołowych postaci i symboli, obecnych w podręcznikach do historii, używanych w liceach ogólnokształcących w latach 1991-2018. W badaniu zastosowano metody ilościowe i jakościowe. Metoda ilościowa pozwoliła na sprawdzenie częstotliwości występowania nazwisk ludzi „Solidarności” i ewentualnych zmian w czasie. Z kolei zastosowana krytyczna analiza dyskursu (CDA) umożliwiła eksplorację wartości oraz ideologii ukrytych w podręcznikowych narracjach o „Solidarności”. Uzyskane wyniki pokazują, że treść podręczników, a także reprezentacje postaci pozostają na względnie stałym poziomie, nie ulegając tym samym zmianom politycznym. Kobiety pozostają poza narracją historyczną, stając się jedną z marginalizowanych grup.

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Section: Ukryty Program Szkolnych Podręczników Do Historii a Proces N...unclassified

Ludzie Solidarności i jej symbole – dyskursywna analiza podręczników szkolnych

Hejwosz-Gromkowska,

Hildebrandt-Wypych

2023

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“…However, the representation of modern history has always been a contested arena both in China and elsewhere. Competing discourses and diverse ideologies usually challenge the linear and authoritarian views of politically correct historical narratives and memories (Zajda, 2009).…”

Section: The Writing Of History As Contested Arena: Legitimacy Mainte...mentioning

confidence: 99%

Maintaining ideological security and legitimacy in digital China: Governance of cyber historical nihilism

Gong

Yin

2022

Media International Australia

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This article studies the governance of ‘cyber historical nihilism’ in China. By performing document analysis of the regulatory policies and actions against cyber historical nihilism, we found that cyber historical nihilism is mainly governed as harmful ‘online content’ and a threatening ‘ideological trend’, and its governance has incorporated agencies and measures of China’s ‘internet governance’ and ‘ideological and political education’. We argue that cyber historical nihilism has been securitised by the Chinese Communist Party as an urgent threat to the nation’s ideological and political securities. The governance of cyber historical nihilism aims to maintain the Chinese Communist Party’s authority in history writing and its legitimacy and longevity as the ruling party. The Chinese Communist Party’s emphasis and intensity in governing cyber historical nihilism has not only demonstrated the ideological turn to Maoism in internet governance, propaganda and politics under Xi Jinping’s leadership, but also the Chinese Communist Party’s ability and resilience to adapt to new challenges in the ideological field in the digital age.

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“…Research on Russian history textbooks has demonstrated that school history textbooks play a significant role in political socialisation, promoting patriotism and the nationbuilding process. The role of history textbooks in the nation-building process has been already discussed widely by other scholars globally (Macintyre and Clark 2003;Pingel 2006;Taylor 2006;Han, 2007;Janmaat 2007;Zajda 2007aZajda , 2009c. In Russia, far more emphasis is now placed on national identity and the need to become familiar with the history of one's country (Zajda 2009).…”

Section: Globalisation and Reforms Of School History Textbooksmentioning

confidence: 99%

“…Standards-driven education policy and curriculum reforms in Europe and elsewhere have impacted on publishers and publishing. A State-mandated National Curriculum in the UK (1988), the Core Curriculum in the Russian Federation (1993), National Curricula in France, the Russian Federation and Japan, to name a few, supported by a rigid regime of examinations, accountability, standards, quality and value-added schooling, has meant that education publishers were responding to the demands of state-controlled and examination-driven accountability-defined education system (see Zajda 2009c).…”

Section: National History Curriculum and Standardsmentioning

confidence: 99%

Globalisation, Ideology and Education Policy Reforms

Zajda¹

2010

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which is the 11th volume in the 12-volume book series Globalisation, Comparative Education and Policy Research, presents scholarly research on major discourses concerning globalisation and the politics of education reforms. It reviews some of the ideological imperatives fueling education reforms. It examines critically education reforms within their social, political and global dimensions. It provides an easily accessible, practical yet scholarly source of information about recent developments in globalisation, ideology and trends in education reforms. Above all, the book offers the latest findings to the critical issues concerning major discourses surrounding the nexus between ideology and education reforms in the global culture. It is a sourcebook of ideas for researchers, practitioners and policy makers in education, and schooling around the world. It offers a timely overview of current policy issues affecting education reforms globally. It provides directions in education, and policy research, relevant to progressive pedagogy, social change and transformational educational reforms in the twenty-first century.The book critically examines the overall interplay between the state, ideology and current discourses of education reforms in the global culture. It draws upon recent studies in the areas of globalisation, academic achievement, standards, equity and the role of the State Zajda et al. 2008). It explores conceptual frameworks and methodological approaches applicable in the research covering the State, globalisation and quality-driven education reforms. It demonstrates the neo-liberal ideological imperatives of education and policy reform, affecting schooling globally (see also Zajda 2005). Various book chapters critique the dominant discourses and debates pertaining to comparative education discourses on reforms and neo-liberal ideology in education. Using a number of diverse paradigms in comparative education research, ranging from critical theory to globalisation, the authors, by focusing on globalisation, ideology and democracy, attempt to examine critically existing inequalities in education, due to social inequality and social stratification (see also .The volume provides a more informed critique on the Western-driven models of education, and existing dimensions of inequality, defined by cultural capital and SES. The book draws upon recent studies in the areas of dominant ideologies, viii

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Teachers and the Politics of History School Textbooks

Cited by 16 publications

References 14 publications

Ludzie Solidarności i jej symbole – dyskursywna analiza podręczników szkolnych

Ludzie Solidarności i jej symbole – dyskursywna analiza podręczników szkolnych

Maintaining ideological security and legitimacy in digital China: Governance of cyber historical nihilism

Globalisation, Ideology and Education Policy Reforms

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