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Ensenyament de la història --- Pedagogia crítica --- Humanisme crític en educació --- Pedagogia radical --- Teoria crítica --- Educació popular --- Ensenyament de les ciències socials --- Didàctica de la història

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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.

International education. --- Comparative education. --- Education—History. --- Education and state. --- International and Comparative Education. --- History of Education. --- Educational Policy and Politics. --- Ensenyament de la història --- Pluralisme cultural --- World History --- History

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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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This book focuses on discourses of the politics of history education and history textbooks. It offers a new insight into understanding of the nexus between ideology, the state, and nation-building, as depicted in history education and school textbooks. It especially focuses on the interpretation of social and political change, significant events, looking for possible biases and omissions, leadership and the contribution of key individuals, and continuities. The book discusses various aspects of historical narratives, and some selected key events in defining identity and nation-building. It considers the role of historiography in dominant historical narratives. It analyses history education, in both local and global settings, and its significance in promoting values education and intercultural and global understanding. It is argued that historical narratives add pedagogies, grounded in constructivist, metacognitive and transformational paradigms, have the power to engage the learner in significant and meaningful learning experiences, informed by multiple discourses of our historical narratives and those of other nations.

Sociology of education --- History of education and educational sciences --- Curriculum development --- Teaching --- Educational sciences --- History as a science --- History --- vergelijkende pedagogiek --- historiografie --- onderwijspolitiek --- geschiedenis --- onderwijs --- onderwijssociologie --- curriculumontwikkeling --- onderwijsonderzoek --- Education --- Historiography. --- International education. --- Comparative education. --- Education and state. --- Educational sociology. --- Curriculum Studies. --- Historiography and Method. --- International and Comparative Education. --- Educational Policy and Politics. --- Sociology of Education. --- History of Education. --- Curricula. --- Methodology. --- History. --- Ensenyament de la història --- Historiografia --- Llibres de text

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This book focuses on discourses of the politics of history education and history textbooks. It offers a new insight into understanding of the nexus between ideology, the state, and nation-building, as depicted in history education and school textbooks. It especially focuses on the interpretation of social and political change, significant events, looking for possible biases and omissions, leadership and the contribution of key individuals, and continuities. The book discusses various aspects of historical narratives, and some selected key events in defining identity and nation-building. It considers the role of historiography in dominant historical narratives. It analyses history education, in both local and global settings, and its significance in promoting values education and intercultural and global understanding. It is argued that historical narratives add pedagogies, grounded in constructivist, metacognitive and transformational paradigms, have the power to engage the learner in significant and meaningful learning experiences, informed by multiple discourses of our historical narratives and those of other nations.

Ensenyament de la història --- Historiografia --- Llibres de text --- Guies del mestre --- Guies del professor --- Guies didàctiques --- Llibre de text --- Llibres del mestre --- Llibres de l'alumne --- Llibres del professor --- Llibres escolars --- Manual escolar --- Manuals escolars --- Textos escolars --- Llibres --- Enciclopèdies escolars --- Lectures escolars --- Lectures instructives --- Crítica històrica --- Cròniques (Història) --- Art d'escriure --- Història --- Diplomàtica --- Escola dels Annales --- Orientalística --- Cròniques --- Demografia històrica --- Història de les idees --- Imatges com a fonts d'informació --- Ensenyament de les ciències socials --- Historiography. --- History --- Study and teaching --- Political aspects. --- Historical criticism --- Authorship --- Criticism --- Historiography --- Education—Curricula. --- History—Methodology. --- International education. --- Comparative education. --- Education and state. --- Educational sociology. --- Education—History. --- Curriculum Studies. --- Historiography and Method. --- International and Comparative Education. --- Educational Policy and Politics. --- Sociology of Education. --- History of Education. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Aims and objectives --- Government policy --- Curricula. --- Methodology. --- History. --- Teaching --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Instructional systems --- Curricula