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

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