Details
The Nation, Europe, and the World
Textbooks and Curricula in Transition1. Aufl.
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38,99 € |
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| Verlag: | Berghahn Books |
| Format: | |
| Veröffentl.: | 01.04.2005 |
| ISBN/EAN: | 9781782381747 |
| Sprache: | englisch |
| Anzahl Seiten: | 268 |
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Beschreibungen
<p> Textbooks in history, geography and the social sciences provide important insights into the ways in which nation-states project themselves. Based on case studies of France, Germany, the Netherlands, Spain, Greece, Turkey Bulgaria, Russia, and the United States, this volume shows the role that concepts of space and time play in the narration of ‘our country’ and the wider world in which it is located. It explores ways in which in western European countries the nation is reinterpreted through European lenses to replace national approaches in the writing of history. On the other hand, in an effort to overcome Eurocentric views,’world history’ has gained prominence in the United States. Yet again, East European countries, coming recently out of a transnational political union, have their own issues with the concept of nation to contend with. These recent developments in the field of textbooks and curricula open up new and fascinating perspectives on the changing patterns of the re-positioning process of nation-states in West as well as Eastern Europe and the United States in an age of growing importance of transnational organizations and globalization.</p>
<p> List of Figures and Tables<br> Preface</p>
<p> <b><a>Introduction:</a></b><a> Teaching beyond the National Narrative</a><br> <i>Yasemin Nuhoglu Soysal</i> and <i>Hanna Schissler</i></p>
<p> <b>PART I: EUROPE CONTESTED</b></p>
<p> <b>Chapter 1.</b> Projections of Identity in French and German History and Civics Textbooks<br> <i>Yasemin Nuhoglu Soysal</i>, <i>Teresa Bertilotti</i>, and <i>Sabine Mannitz</i></p>
<p> <b>Chapter 2.</b> Privileged Migrants in Germany, France, and the Netherlands: Return Migrants, Repatriates, and Expellees after 1945<br> <i>Rainer Ohliger</i></p>
<p> <b>Chapter 3.</b> What Counts as History and How Much Does History Count? The Case of French Secondary Education<br> <i>Jacques E.C. Hymans</i></p>
<p> <b>Chapter 4.</b> The Decline and Rise of the Nation in German History Education<br> <i>Julian Dierkes</i></p>
<p> <b>PART II: EUROPE SEEN FROM THE PERIPHERY</b></p>
<p> <b>Chapter 5.</b> Nation and the Other in Greek and Turkish History Textbooks<br> <i>Vasilia Lilian Antoniou</i> and <i>Yasemin Nuhoglu Soysal</i></p>
<p> <b>Chapter 6.</b> “Europe” in Bulgarian Conceptions of Nationhood<br> <i>Tim Pilbrow</i></p>
<p> <b>Chapter 7.</b> Learning about Europe and the World: Schools, Teachers, and Textbooks in Russia after 1991<br> <i>Robert Maier</i></p>
<p> <b>Chapter 8.</b> Europe in Spanish Textbooks: a Vague Image in the Space of Memory<br> <i>Miguel A. Pereyra</i> and <i>Antonio Luzón</i></p>
<p> <b>PART III: GLOBAL FRAMEWORKS AND APPROACHES TO WORLD HISTORY</b></p>
<p> <b>Chapter 9.</b> World History and General Education: How to Bring the World into the Classroom<br> <i>Michael Geyer</i></p>
<p> <b>Chapter 10.</b> Cartographies of Connection: Ocean Maps as Metaphors for Inter-Area History<br> <i>Kären Wigen</i></p>
<p> <b>Chapter 11.</b> World History: Making Sense of the Present<br> <i>Hanna Schissler</i></p>
<p> Notes on Contributors<br> Index</p>
<p> <b><a>Introduction:</a></b><a> Teaching beyond the National Narrative</a><br> <i>Yasemin Nuhoglu Soysal</i> and <i>Hanna Schissler</i></p>
<p> <b>PART I: EUROPE CONTESTED</b></p>
<p> <b>Chapter 1.</b> Projections of Identity in French and German History and Civics Textbooks<br> <i>Yasemin Nuhoglu Soysal</i>, <i>Teresa Bertilotti</i>, and <i>Sabine Mannitz</i></p>
<p> <b>Chapter 2.</b> Privileged Migrants in Germany, France, and the Netherlands: Return Migrants, Repatriates, and Expellees after 1945<br> <i>Rainer Ohliger</i></p>
<p> <b>Chapter 3.</b> What Counts as History and How Much Does History Count? The Case of French Secondary Education<br> <i>Jacques E.C. Hymans</i></p>
<p> <b>Chapter 4.</b> The Decline and Rise of the Nation in German History Education<br> <i>Julian Dierkes</i></p>
<p> <b>PART II: EUROPE SEEN FROM THE PERIPHERY</b></p>
<p> <b>Chapter 5.</b> Nation and the Other in Greek and Turkish History Textbooks<br> <i>Vasilia Lilian Antoniou</i> and <i>Yasemin Nuhoglu Soysal</i></p>
<p> <b>Chapter 6.</b> “Europe” in Bulgarian Conceptions of Nationhood<br> <i>Tim Pilbrow</i></p>
<p> <b>Chapter 7.</b> Learning about Europe and the World: Schools, Teachers, and Textbooks in Russia after 1991<br> <i>Robert Maier</i></p>
<p> <b>Chapter 8.</b> Europe in Spanish Textbooks: a Vague Image in the Space of Memory<br> <i>Miguel A. Pereyra</i> and <i>Antonio Luzón</i></p>
<p> <b>PART III: GLOBAL FRAMEWORKS AND APPROACHES TO WORLD HISTORY</b></p>
<p> <b>Chapter 9.</b> World History and General Education: How to Bring the World into the Classroom<br> <i>Michael Geyer</i></p>
<p> <b>Chapter 10.</b> Cartographies of Connection: Ocean Maps as Metaphors for Inter-Area History<br> <i>Kären Wigen</i></p>
<p> <b>Chapter 11.</b> World History: Making Sense of the Present<br> <i>Hanna Schissler</i></p>
<p> Notes on Contributors<br> Index</p>
<p> <b>Hanna Schissler</b> teaches modern German history at the University of Hanover and is a Senior Research Fellow at the Georg Eckert Institute for International Textbook Research in Braunschweig.</p>
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