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Karina V. Korostelina - One of the best experts on this subject based on the ideXlab platform.
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Promoting Culture of Peace through History Education
Forming a Culture of Peace, 2020Co-Authors: Karina V. KorostelinaAbstract:History Education has always been a powerful mechanism of the development of social frames and public discourses, reflecting political goals and developing loyalties to specific groups and selected identities. Apart from providing information about the collective past, History Education also develops the meanings of current situations and affairs and supports the legitimacy of the existing regime, policies of discriminations or equalities. History textbooks help to articulate the positions of ruling parties and to justify current policies toward other groups. Moreover, school History curricula influence basic values and beliefs, affect public discourse, and support a specific ethno-political order. “Textbooks are the key pedagogic vehicle for transforming official knowledge” (Boon and Gopinathan 2005, 204). Therefore, History Education plays a crucial role in the formation of notions of society, especially in societies with a History of conflict, violence, and mistrust among ethnic and religious groups.
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Constructing identity and power in History Education in Ukraine: Approaches to formation of peace culture
Palgrave Handbook of Research in Historical Culture and Education, 2017Co-Authors: Karina V. KorostelinaAbstract:Treating History Education as a tool that creates an attachment to national identity and acceptance of cultural and political institutions, this chapter analyzes the construction of identity and power in History Education in Ukraine. Korostelina outlines the theoretical foundations of two major functions of History Education—the creation and redefinition of the meaning of national identity and the support and legitimization of power—and shows the role of mythic narratives in this process. Based on semi-structural interviews with History teachers and observation in classrooms, the chapter presents the conflictive mythic narratives used by History teachers to develop particular connotations of identity and power. The chapter concludes with recommendations for the development of peace culture in History Education.
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History Education and post conflict reconciliation reconsidering joint textbook projects
2013Co-Authors: Karina V. Korostelina, Simone Lässig, Stefan IhrigAbstract:Introduction: Post-conflict reconciliation and joint History textbook projects, Simone Lassig Peace Education and joint History textbook projects, Karina V. Korostelina 1. From textbook comparison to common textbooks? Changing patterns in international textbook revision, Georg Stoeber 2. Symbol or Reality? The background, implementation and development of the Franco-German History textbook, Corine Defrance and Ulrich Pfeil 3. Overcoming the national framework of teaching media - Binational teacher's books and multinational teaching materials, Robert Maier 4. Towards a joint German-Polish History textbook - Historical roots, structures and challenges, Simone Lassig and Thomas Strobel 5. Forging a common narrative in Former Yugoslavia - The design, implementation and impact of the Scholars' Initiative, Charles Ingrao 6. Reconnecting History - The Joint History Project in the Balkans, Lubov Fajfer 7. History as a project of the future - The European History textbook debate, Falk Pingel 8. Learning each other's historical narrative - A road map to peace in Israel/Palestine?, Achim Rohde 9. The Tbilisi Initiative - The story of an unpublished textbook, Karina Korostelina 10. Striving for common History textbooks in Northeast Asia (China, South Korea and Japan) - Between ideal and reality, Daqing Yang and Ju-Back Sin 11. Best Practice Models and Scholarly Concepts: Theoretical and Methodological Framework for Joint History Projects, Karina Korostelina
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Shaping unpredictable past: National identity and History Education in Ukraine
National Identities, 2011Co-Authors: Karina V. KorostelinaAbstract:State-controlled History Education is used as a major tool in the development and strengthening of national identity, especially in newly independent states undergoing nation-building processes. The analysis of History Education in Ukraine shows how it is employed to establish and transform modes and forms of national identity and to influences the formation of borders between nations. The research reveals that History Education in Ukraine emphasises the idea of victimhood as the core of national identity and posits Russia as an oppressive and aggressive enemy. This article provides a basis for an early warning and resolution of identity-based conflicts.
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War of textbooks: History Education in Russia and Ukraine
Communist and Post-communist Studies, 2010Co-Authors: Karina V. KorostelinaAbstract:Abstract Many scholars stress that teaching about the shared past plays a major role in the formation of national, ethnic, religious, and regional identities, in addition to influencing intergroup perceptions and relations. Through the analysis of historic narratives in History textbooks this paper shows how the governments of the Russian Federation and Ukraine uses state-controlled History Education to define their national identity and to present themselves in relations to each other. For example, History Education in Ukraine portrays Russia as oppressive and aggressive enemy and emphasizes the idea of own victimhood as a core of national identity. History Education in the Russian Federation condemns Ukrainian nationalism and proclaims commonality and unity of History and culture with Russian dominance over “younger brother, Ukraine”. An exploration of the mechanisms that state-controlled History Education employs to define social identities in secondary school textbooks can provide an early warning of potential problems being created between the two states.
Joseph Zajda - One of the best experts on this subject based on the ideXlab platform.
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Russian History Education in the Russian Media
Globalisation and National Identity in History Textbooks, 2017Co-Authors: Joseph ZajdaAbstract:The politicizing of Russian History textbooks in the media demonstrates that Kremlin-proposed core textbooks in Russian History, and imperatives of the History standards to promote patriotism and rejection of Western models of History Education, signal a new ideological transformation in Russian History Education in Russia. It is characterised by the historiography of nation-building, patriotism and the celebration of historically significant key events in the evolution of Russia as a powerful state. The media analysis demonstrates the changing geo-political climate affecting History Education reforms, especially prescribed Russian History textbooks across Russia. The content of Russian History textbooks has emerged as a hotly debated topic. Russian History textbooks have been affected by both a dominant ideology of neo-conservatism, and nation-building. As a national ideology, it aims to promote nationalism and patriotism, and an increasing control of the content of prescribed Russian History textbooks. The key issues in History Education debate are the new generation of the History curriculum, the quality and quality of prescribed Russian History textbooks, the national standards in History Education and single historical-cultural standard for the Russian History textbooks
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Nation-Building and History Education in a Global Culture - Nation-Building and History Education in a Global Culture
Nation-Building and History Education in a Global Culture, 2015Co-Authors: Joseph ZajdaAbstract:The chapter offers a global overview of current research in History Education reforms and school History textbooks. History textbook research has been characterised by the ‘highly explosive political nature’ of History textbooks design and research (Fuchs, 2011). National and global debates in relation to History textbooks and the construction on national identity in the nation-building process are also defined and controlled by the ambivalent nexus between ideology and political expectations (that History textbooks contribute to national identity and patriotism), curricular assumptions (that quality History textbooks impact on pedagogical outcomes) and academic rigour and objectivity. History Education and History curricular reforms globally demonstrate that History textbooks and their new Master Narratives, depicting significant events in the nation-building process, have been used by different nations to instil the values of patriotism, national identity and cultural heritage (Zajda, 2015c). The chapter concludes that a methodology, based on a blend of critical theory and discourse analysis, focusing on evidence and sources, the role of power and the state, unbiased interpretation and the multiperspectivity, is very useful in critiquing the overall reforms in History curricula and the content of school History textbooks.
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Globalisation and the Politics of Education Reforms: History Education
Nation-Building and History Education in a Global Culture, 2015Co-Authors: Joseph ZajdaAbstract:This chapter offers an overview of the nexus between globalisation and Education reforms in History Education around the world. Recent research on globalisation, History Education and curriculum reforms has indicated that forces of globalisation and dominant ideologies have affected the nature and the content of historical narratives and the social and political value of school textbooks. Recent and continuing public and political debates in countries around the world, dealing with understandings of a nation-building and national identity, point out to parallels between the political significance of school History and the History debates globally. The issue of national identity and balanced representations of the past continues to dominate the debate surrounding the content of History textbooks. The existence of competing and contested discourses in historiography, together with diversity in interpretations of events, will make it problematic to reach consensus on the content of History textbooks.
J C Huizenga - One of the best experts on this subject based on the ideXlab platform.
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storification in History Education a mobile game in and about medieval amsterdam
Computers in Education, 2009Co-Authors: Sanne Akkerman, Wilfried Admiraal, J C HuizengaAbstract:A mobile and multimedia game designed for History Education was analyzed in terms of how it is designed and how it was applied as a narrative learning environment. In History Education, narrative can be argued to be very useful to overcome fragmentation of the knowledge of historical characters and events, by relating these with meaningful connections of temporality and sequence (storification). In the game studied, students explore the History of Amsterdam by walking in the city, experiencing characters, buildings, and events, while using UMTS/GPS phones for communication and exchange of information. The History game was played during one day by 216 students, spread over 10 secondary school classes, in groups of four or five students. All information exchanged during the games was collected, and the game play and introduction of the game was observed by team coaches and researchers. The design of the game as well as the actual gaming process was analyzed with respect to how it evoked three types of storification: receiving (spectator), constructing (director) and participating in (actor) the story. Results show that the game evoked a mixture of these three types of storification. Moreover, these types of storification processes differently affected students' engagement. Participating in the story evoked high activity in the game but less awareness of the whole story, whereas constructing the story triggered awareness of the whole story. Compared to receiving the story, both these types positively affected the engagement of the students being active and motivated during the game.
Elizabeth A Cole - One of the best experts on this subject based on the ideXlab platform.
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transitional justice and the reform of History Education
International Journal of Transitional Justice, 2007Co-Authors: Elizabeth A ColeAbstract:Where does History Education fit into transitional justice and how can it contribute to the goals of transitional justice? The contemporary understanding of transitional justice has broadened to encompass more than just prosecutions, reparations, preventing impunity, and building rule of law. Transitional justice goals now extend to truth telling, restoring the dignity and preserving the memory of victims, building peace, creating respect for human rights and democracy, and to reconciliation. Tools for achieving these goals now include truth commissions and commemorations. But this list has not until now included how the historical narrative of the group(s) involved in conflict must change as a part of transition; and Education, while often invoked when the topic of ‘never again’ is raised, has been largely absent from the transitional justice discourse. Neither the larger Education system nor the teaching of History – both what is taught and how – has been considered by the institutions transitional justice has aimed to reform. This article considers why History Education matters, what conditions complicate its reform and what recommendations can begin to be offered with regard to the relationship between History Education and transitional justice.
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teaching the violent past History Education and reconciliation
2007Co-Authors: Elizabeth A ColeAbstract:Chapter 1 Introduction: History Education and Sociopolitical Reconciliation Part 2 Part I: As Generations Pass: The Challenges of Long-Term Reconciliation in History Textbooks Chapter 3 Chapter One: The Trajectory of Reconciliation through History Education in Post-Unification Germany Chapter 4 Chapter Two: Teaching the Pacific War in Japanese Secondary Schools Chapter 5 Chapter Three: Canadian History Textbooks and the Portrayal of Canada's First Nations Part 6 Part II: Reconciliation in Process Chapter 7 Chapter Four: History Teaching and Reconciliation in Northern Ireland Chapter 8 Chapter Five: The Civil War and Franco Dictatorship in Spanish Secondary School History Textbooks Chapter 9 Chapter Six: Education and the Politics of History in Guatemala: Integrating "Memory of Silence" into the Curriculum? Part 10 Part III: Reconciliation Jeopardized, Undone or Not Yet Attained: Aspirational and Counter-Reconciliatory Cases Chapter 11 Chapter Seven: Secondary School History Texts: the Case of Russia Chapter 12 Chapter Eight: From Confrontation to Cooperation in the Two Koreas: The Role of History Education in Promoting Reconciliation Chapter 13 Chapter Nine: History Education and Reconciliation Issues In Contemporary India and Pakistan Chapter 14 Afterword
Mario Carretero - One of the best experts on this subject based on the ideXlab platform.
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History Education and the (Im)possibility of Imagining the Future
Imagining Collective Futures, 2018Co-Authors: Mario CarreteroAbstract:This chapter deals with the contribution of both formal (schools) and informal (museums, exhibitions, etc.) History Education to the possibility of imagining the future. It considers that History Education is indeed related not only to the past but also to both the present and the future. Also, from a theoretical point of view, this chapter develops the idea that Orwell envisaged this relation between past, present and future in his classic novel 1984. The chapter shows that both formal and informal present practices of History Education should be revised in order to promote a full comprehension of the relation past–present–future and avoid an essentialist and romantic view of the past, which does not allow for understanding either the present or the future.
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The teaching of recent and violent conflicts as challenges for History Education
History Education and Conflict Transformation, 2017Co-Authors: Mario CarreteroAbstract:This chapter deals with an interdisciplinary attempt to consider how the teaching of violent and recent past implies a challenge for History Education in and out of the school. For this purpose three meanings of “History ” (school History , popular one and historiography ) are considered as they imply different representations of both the past and how to teach it. Firstly, a view on the contributions and advances of History Education in the last decades is presented. The specificity of teaching violent and recent events, related to political conflicts which are still running in many cases is taken into account. I propose that it is essential to study both what to teach and how to teach in History. I will argue that a meaningful relation between these two important aspects should be developed in order to improve History Education in conflicting contexts. From this point of view History Education is seen from the point of view of both historical thinking and historical consciousness. Also it is considered how the national character of recent violent pasts is a very influential dimension for its teaching. In relation to it these national master narratives are analyzed as possible obstacles to fully understand troubled and recent past. Thus six dimensions of these types of narratives are analyzed as they offer a framework to understand this obstacle. These dimensions are also considered as providers of possible inputs for improving recent History teaching and learning processes. Also the contributions of social psychology to this improvement is analyzed in relation to the chapters of this book.