Teaching History and the Changing Nation State: Transnational and Intranational Perspectives

Description

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: 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 and the nature of federation. Cover page Halftitle page Series page Title page Copyright page Contents Contributors Acknowledgements Introduction The book’s title The themes of the book Pedagogy, democracy and dialogue The nation – politics and transnational dimensions Landmarks with questions Shared histories, shared commemorations and re-evaluating past denials The four ‘parts’ of the book References Part 1 Shared Histories in Transnational and Intranational Post-Conflict Settings 1 Palestine: Reframing Palestine in the Post-Oslo Period Introduction and conceptual framework The Palestinian mission The condemnations of incitement IPCRI’s mission Framing Palestine: the right and wrong way The curriculum that should have been The Israeli books under the microscope Conclusion Notes References 2 Russia and Ukraine: EUROCLIO and Perspectives of Professional History Educators on Societies in Transition Introduction How have the political transitions since 1991 in Ukraine and the Russian Federation respectively affected the practice of history education? What were the main challenges? What place did historical issues have in the post-1989/1991 society – collective memory, identity and cultural history, as well as new issues addressed and archives? What has been the role (and mutual relationship) in Ukraine and the Russian Federation of civil society and the professional education community? How did the role of history teachers change after 1989/91? Conclusion: where history is not history but the present – a responsible community of educators Notes References 3 Republic of Ireland and Northern Ireland: Eroded Certainties and New Possibilities Introduction Politics and transnational dimensions: divergence, convergence and eroded certainties Landmarks with questions? From the single to the plural Pedagogy, democracy and dialogue: history, citizenship and post-conflict Ireland Parallel paths, failed connections and unrealized potential Concluding thoughts: From shared histories to big histories Note References 4 Turkey and Greece: Reconstructing a Shared Past Gülçin Dilek and Eleni Filippidou Shared histories, shared commemorations and re-evaluating past denials The nation – politics and transnational dimensions Pedagogy, democracy and dialogue Landmarks with questions Conclusion Notes References 5 South Africa and Rwanda: Remembering or Forgetting? Introduction Literature review Approach, design and methods Country contexts Confronting traumatic knowledge Conclusion Notes References Documents and reports 6 Discussant on Part 1 – Shared Histories in Transnational and Intranational Post-Conflict Settings References Part 2 Shared Histories in Post-Colonial Settings 7 Portugal and Brazil: How Much of ‘Our’ Past Is ‘Theirs’ Too? The nation – politics and transnational dimensions Landmarks with questions Pedagogy, democracy and dialogue Shared histories, shared commemorations and re-evaluating past denials Conclusions Notes References 8 The United States: Learning about Native American History Native American history: a brief overview Literature review Methods Findings Conclusion Notes References 9 England and the UK: Conflict and Consensus over Curriculum Introduction ‘Four nations’ history Pedagogy and curriculum design The House of Lords debate of 20 October 2011 Politeia The All Party Parliamentary Group on Archives and History, History for All? Report, together with oral evidence, January 2013 (from meetings in May 2012) The draft curriculum The rescue operation The Schama address at Hay-on-Wye May 2013 (as a significant event) Andrew Marr and Start the Week , 30 December 2013 Conclusions Notes References 10 Discussant on Part 2 – Shared Histories in Post-Colonial Settings References Part 3 Comparative Settings – Federations, Shared Histories and Emerging Democracies 11 The Russian Federation and Australia: Comparing Like with Unlike Introduction John Howard and History Vladimir Putin References 12 Spain: History Education and Nationalism Conflicts The nation, politics and transnational dimensions in history education in Spain National history in crisis: education, democracy and dialogue A new form of history education: post-national history Final considerations Notes References 13 Discussant on Part 3 – Comparative Settings – Federations, Shared Histories and Emerging Democracies References Part 4 Shared History as a Transnational and Intranational Landmark with Questions 14 Turkey, Australia and Gallipoli: The Challenges of a Shared History Gallipoli and the Anzac legend How did two countries so far removed by distance, history, culture and religion come to share a history so important to both country’s concept of national identity? In reality, how does this play out in the classroom for students of Turkish heritage? Conclusion Notes References 15 Australia and New Zealand: ANZAC and Gallipoli in the Twenty-First Century Introduction The Australian experience The New Zealand experience Notes References 16 Discussant on Part 4 – Shared History as a Transnational and Intranational Landmark with Questions References Conclusions Shared histories Landmarks with questions – the military dimension of national pasts Pedagogy, democracy and dialogue The nation – politics and transnational dimensions The need for frameworks within which the moral imagination and ethical remembrance can be structured The role of history within a democratic citizenship education The realignment of nation with diversity as a challenge to identity politics Shared civic values – in different contexts each with a history of its own References Index