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(Re)constructing Memory: School Textbooks and the Imagination of the Nation

edited by James H. Williams (The George Washington University, Washington D.C., USA)
Format
Book
Published
Rotterdam ; Boston : Sense Publishers, [2014]
Language
English
Variant Title
Constructing memory
Reconstructing memory
ISBN
9462096546, 9789462096547, 9789462096554, 9462096554, 9789462096561 (ebook)
Summary
This book examines the shifting portrayal of the nation in school textbooks in 14 countries during periods of rapid political, social, and economic change. Drawing on a range of analytic strategies, the authors examine history and civics textbooks, and the teaching of such texts, along with other prominent curricular materials--children's readers, a required text penned by the head of state, a holocaust curriculum, etc. The authors analyze the uses of history and pedagogy in building, reinforcing and/or redefining the nation and state especially in the light of challenges to its legitimacy. The primary focus is on countries in developing or transitional contexts. Issues include the teaching of democratic civics in a multiethnic state with little history of democratic governance; shifts in teaching about the Khmer Rouge in post-conflict Cambodia; children's readers used to define national space in former republics of the Soviet Union; the development of Holocaust education in a context where citizens were both victims and perpetuators of violence; the creation of a national past in Turkmenistan; and so forth.
Contents
  • SECTION 1. Shoring up the state
  • SECTION 2. (Re)imagining the nation after war
  • SECTION 3. (Re)constructing the nation
  • SECTION 4. Reflections and conclusions: so what?
Description
xi, 343 pages : illustrations ; 24 cm
Notes
Includes bibliographical references and index.
Technical Details
  • Access in Virgo Classic
  • Staff View

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    a| Constructing memory
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    a| Reconstructing memory
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    a| Rotterdam ; a| Boston : b| Sense Publishers, c| [2014]
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    a| SECTION 1. Shoring up the state -- SECTION 2. (Re)imagining the nation after war -- SECTION 3. (Re)constructing the nation -- SECTION 4. Reflections and conclusions: so what?
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    a| This book examines the shifting portrayal of the nation in school textbooks in 14 countries during periods of rapid political, social, and economic change. Drawing on a range of analytic strategies, the authors examine history and civics textbooks, and the teaching of such texts, along with other prominent curricular materials--children's readers, a required text penned by the head of state, a holocaust curriculum, etc. The authors analyze the uses of history and pedagogy in building, reinforcing and/or redefining the nation and state especially in the light of challenges to its legitimacy. The primary focus is on countries in developing or transitional contexts. Issues include the teaching of democratic civics in a multiethnic state with little history of democratic governance; shifts in teaching about the Khmer Rouge in post-conflict Cambodia; children's readers used to define national space in former republics of the Soviet Union; the development of Holocaust education in a context where citizens were both victims and perpetuators of violence; the creation of a national past in Turkmenistan; and so forth.
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    a| History v| Textbooks.
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    a| History x| Study and teaching.
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    a| Textbooks x| History.
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    a| Nationalism x| Study and teaching.
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    a| Williams, James H., d| 1952- e| editor.
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    a| LB3045 .R43 2014 w| LC i| X031651310 l| STACKS m| ALDERMAN t| BOOK
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