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Capitalizing on the current movement in history education to
nurture a set of shared methodologies and perspectives, this text
looks to break down some of the obstacles to transnational
understanding in history, focusing on pedagogy to embed democratic
principles of inclusion, inquiry, multiple interpretations and
freedom of expression. Four themes which are influencing the
broadening of history education to a globalized community of
practice run throughout Teaching History and the Changing Nation
State: * pedagogy, democracy and dialogue * the nation - politics
and transnational dimensions * landmarks with questions * shared
histories, shared commemorations and re-evaluating past denials The
contributors use the same pedagogical language in a global debate
about history teaching and learning to break down barriers to
search for shared histories and mutual understanding. They explore
contemporary topics, including The Gallipoli Campaign in World War
I, transformative approaches to a school history curriculum and the
nature of federation.
ABOUT THE BOOK The book is entitled History Wars and the Classroom:
Global Perspectives and examines how ten separate countries have
experienced debates and disputes over the contested nature of the
subject, for example the 'Black Armband' and 'Whitewash' factions
in Australia who adopt opposingly celebratory or denigratory views
of Australian history, especially when evaluating episodes of poor
racial relations. There are also tensions between
traditional/patriotic views of history teaching and reformed or
'new' history. There are issues of political control of the
curriculum and parallel issues of who writes it (very topical in
England at the moment over two expat 'big picture' historians who
work at Harvard and Columbia (Niall Ferguson and Simon Schama)).
ENDORSEMENTS: "An important collection for anyone seeking to
understand the incendiary nature of the history curriculum across
the globe." Sam Wineburg, Margaret Jacks Professor of Education and
History, Stanford University, USA. "A powerfully and impressively
wide-ranging collection of essays, which vividly remind us that the
debates on the teaching of history are global rather than merely
national". Sir David Cannadine, Dodge Professor of History,
Princeton University, USA. CONTENTS: Acknowledgements.
Introduction, Tony Taylor and Robert Guyver. Preface Peter Seixas.
Legacies, Ruptures and Inertias: History in the Argentine School
System, Maria Paula Gonzalez. Under Siege from Right and Left: A
Tale of the Australian School History Wars, Tony Taylor. "We Were
Allowed to Disagree, Because We Couldn't Agree on Anything":
Seventeen Voices in Canadian Debates over History Education, Ruth
Sandwell. Controversiality and Consciousness: Contemporary History
Education in Germany, Sylvia Semmet. Denial in the Classroom:
Political Origins of the Japanese Textbook Controversy, Tony
Taylor. "Little Is Taught or Learned in Schools": Debates over the
Place of History in the New Zealand School Curriculum. Mark
Sheehan. Transforming Images of Nation-Building: Ideology and
Nationalism in History School Textbooks in Putin's Russia,
2001-2010, Joseph Zajda. Dealing with a Reign of Virtue: The
Post-Apartheid South African School History Curriculum, Rob
Sieborger. The History Working Group and Beyond: A Case Study in
the UK's History Quarrels, Robert Guyver. Wars and Rumors of War:
The Rhetoric and Reality of History Education in the United States,
Keith Barton. About the Contributors...
Capitalizing on the current movement in history education to
nurture a set of shared methodologies and perspectives, this text
looks to break down some of the obstacles to transnational
understanding in history, focusing on pedagogy to embed democratic
principles of inclusion, enquiry, multiple interpretations and
freedom of expression. For countries where internal or external
conflicts have featured in recent years, or for countries which
have undergone considerable changes in the movement of populations
in recent years, access to archival material history education is
less likely to reinforce stereotypes especially in labelling or
'otherizing' attitudes to different countries or groups. Four
themes which are influencing the broadening of history education to
a globalised community of practice run throughout Teaching History
and the Changing Nation State: * pedagogy, democracy and dialogue *
the nation - politics and transnational dimensions * landmarks with
questions * shared histories, shared commemorations and
re-evaluating past denials The contributors use the same
pedagogical language in a global debate about history teaching and
learning to break down barriers to search for shared histories and
mutual understanding. They explore contemporary topics, including:
* The Gallipoli Campaign in the WWI * Transformative approaches to
a school history curriculum * The nature of federation
ABOUT THE BOOK The book is entitled History Wars and the Classroom:
Global Perspectives and examines how ten separate countries have
experienced debates and disputes over the contested nature of the
subject, for example the 'Black Armband' and 'Whitewash' factions
in Australia who adopt opposingly celebratory or denigratory views
of Australian history, especially when evaluating episodes of poor
racial relations. There are also tensions between
traditional/patriotic views of history teaching and reformed or
'new' history. There are issues of political control of the
curriculum and parallel issues of who writes it (very topical in
England at the moment over two expat 'big picture' historians who
work at Harvard and Columbia (Niall Ferguson and Simon Schama)).
ENDORSEMENTS: "An important collection for anyone seeking to
understand the incendiary nature of the history curriculum across
the globe." Sam Wineburg, Margaret Jacks Professor of Education and
History, Stanford University, USA. "A powerfully and impressively
wide-ranging collection of essays, which vividly remind us that the
debates on the teaching of history are global rather than merely
national". Sir David Cannadine, Dodge Professor of History,
Princeton University, USA. CONTENTS: Acknowledgements.
Introduction, Tony Taylor and Robert Guyver. Preface Peter Seixas.
Legacies, Ruptures and Inertias: History in the Argentine School
System, Maria Paula Gonzalez. Under Siege from Right and Left: A
Tale of the Australian School History Wars, Tony Taylor. "We Were
Allowed to Disagree, Because We Couldn't Agree on Anything":
Seventeen Voices in Canadian Debates over History Education, Ruth
Sandwell. Controversiality and Consciousness: Contemporary History
Education in Germany, Sylvia Semmet. Denial in the Classroom:
Political Origins of the Japanese Textbook Controversy, Tony
Taylor. "Little Is Taught or Learned in Schools": Debates over the
Place of History in the New Zealand School Curriculum. Mark
Sheehan. Transforming Images of Nation-Building: Ideology and
Nationalism in History School Textbooks in Putin's Russia,
2001-2010, Joseph Zajda. Dealing with a Reign of Virtue: The
Post-Apartheid South African School History Curriculum, Rob
Sieborger. The History Working Group and Beyond: A Case Study in
the UK's History Quarrels, Robert Guyver. Wars and Rumors of War:
The Rhetoric and Reality of History Education in the United States,
Keith Barton. About the Contributors...
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