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This Handbook provides a systematic and analytical approach to the various dimensions of international, ethnic and domestic conflict over the uses of national history in education since the end of the Cold War. With an upsurge in political, social and cultural upheaval, particularly since the fall of state socialism in Europe, the importance of history textbooks and curricula as tools for influencing the outlooks of entire generations is thrown into sharp relief. Using case studies from 58 countries, this book explores how history education has had the potential to shape political allegiances and collective identities. The contributors highlight the key issues over which conflict has emerged - including the legacies of socialism and communism, war, dictatorships and genocide - issues which frequently point to tensions between adhering to and challenging the idea of a cohesive national identity and historical narrative. Global in scope, the Handbook will appeal to a diverse academic audience, including historians, political scientists, educationists, psychologists, sociologists and scholars working in the field of cultural and media studies.

Education—History. --- International education . --- Comparative education. --- Peace. --- History of Education. --- International and Comparative Education. --- Conflict Studies. --- Coexistence, Peaceful --- Peaceful coexistence --- International relations --- Disarmament --- Peace-building --- Security, International --- Education, Comparative --- Education --- Global education --- Intellectual cooperation --- Internationalism --- History --- War --- Armed conflict (War) --- Conflict, Armed (War) --- Fighting --- Hostilities --- Wars --- Military art and science --- Annals --- Auxiliary sciences of history --- Study and teaching

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This Handbook provides a systematic and analytical approach to the various dimensions of international, ethnic and domestic conflict over the uses of national history in education since the end of the Cold War. With an upsurge in political, social and cultural upheaval, particularly since the fall of state socialism in Europe, the importance of history textbooks and curricula as tools for influencing the outlooks of entire generations is thrown into sharp relief. Using case studies from 58 countries, this book explores how history education has had the potential to shape political allegiances and collective identities. The contributors highlight the key issues over which conflict has emerged – including the legacies of socialism and communism, war, dictatorships and genocide – issues which frequently point to tensions between adhering to and challenging the idea of a cohesive national identity and historical narrative. Global in scope, the Handbook will appeal to a diverse academic audience, including historians, political scientists, educationists, psychologists, sociologists and scholars working in the field of cultural and media studies.

Education—History. --- International education . --- Comparative education. --- Peace. --- History of Education. --- International and Comparative Education. --- Conflict Studies.

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This edited book explores the problems and challenges of negotiating the representation of ethnic minorities within history education. It investigates how states balance the (non-)acknowledgement of the reality of cultural or religious diversity, and the promotion of a point of convergence in history education to foster national identity. Shifting our attention away from the intractable challenges posed by post-conflict countries for reconciliation, the contributors draw attention to the need to explore ways to prevent or pre-empt conflicts and exclusion through history education, which could contribute to developing a more sustainable culture of peace. Drawing on a wide range of contexts and sources, this book asks how history education could contribute to forming critical, historically informed, and committed young citizens. The book will be of interest to students and academics working on themes such as nationalism, citizenship, ethnicity, history education, multicultural education, peace studies and area studies, as well as practitioners in the fields of history, social studies, civic or citizenship. Helen Ting Mu Hung is Associate Professor and Senior Research Fellow at the Institute of Malaysian and International Studies, National University of Malaysia (UKM). Besides history education, her other research interests include national integration, multiculturalism, nationalism, gender and politics, identity and agency, and the politics of national identity. Luigi Cajani is a retired Professor of Early Modern History at the Facoltà di Lettere e Filosofia, Sapienza University of Rome, Italy. He was formerly president (2012–2018) of the International Research Association for History and Social Sciences Education and is currently an associated scholar at the Georg Eckert Institute for International Textbook Research, Germany.

Sociology of education --- History of education and educational sciences --- Teaching --- Educational sciences --- History --- vergelijkende pedagogiek --- onderwijspolitiek --- geschiedenis --- onderwijs --- onderwijsonderzoek --- International education. --- Comparative education. --- Education—History. --- Education and state. --- International and Comparative Education. --- History of Education. --- Educational Policy and Politics. --- World History --- Ensenyament de la història --- Pluralisme cultural

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