This book examines the evolving representations of the colonial
past from the mid-19th century up to decolonization in the 1960s
and 70s ? the so-called era of Modern Imperialism - in post-war
history textbooks from across the world. The aim of the book is to
examine the evolving outlook of colonial representations in history
education and the underpinning explanations for the specific
outlook in different - former colonizer and colonized - countries
(to be found in collective memory, popular historical culture,
social representations, identity-building processes, and the state
of historical knowledge within academia). The approach of the book
is novel and innovative in different ways. First of all, given the
complexity of the research, an original interdisciplinary approach
has been implemented, which brings together historians, history
educators and social psychologists to examine representations of
colonialism in history education in different countries around the
world while drawing on different theoretical frameworks. Secondly,
given the interest in the interplay between collective memory,
popular historical culture, social representations, and the state
of historical knowledge within academia, a diachronic approach is
implemented, examining the evolving representations of the colonial
past, and connecting them to developments within society at large
and academia. This will allow for a deeper understanding of the
processes under examination. Thirdly, studies from various corners
of the world are included in the book. More specifically, the
project includes research from three categories of countries:
former colonizer countries - including England, Spain, Italy,
France, Portugal and Belgium -, countries having been both
colonized and colonizer - Chile - and former colonized countries,
including Zimbabwe, Malta and Mozambique. This selection allows
pairing up the countries under review as former
colonizing-colonized ones (for instance Portugal-Mozambique, United
Kingdom-Malta), allowing for an in-depth comparison between the
countries involved. Before reaching the research core, three
introductory chapters outline three general issues. The book starts
with addressing the different approaches and epistemological
underpinnings history and social psychology as academic disciplines
hold. In a second chapter, evolutions within international academic
colonial historiography are analyzed, with a special focus on the
recent development of New Imperial History. A third chapter
analyses history textbooks as cultural tools and political means of
transmitting historical knowledge and representations across
generations. The next ten chapters form the core of the book, in
which evolving representations of colonial history (from mid-19th
century until decolonization in the 1960s and 1970s) are examined,
explained and reflected upon, for the above mentioned countries.
This is done through a history textbook analysis in a diachronic
perspective. For some countries the analysis dates back to
textbooks published after the Second World War; for other countries
the focus will be more limited in time. The research presented is
done by historians and history educators, as well as by social
psychologists. In a concluding chapter, an overall overview is
presented, in which similarities and differences throughout the
case studies are identified, interpreted and reflected upon.
General
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