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Globalisation and Historiography of National Leaders

Symbolic Representations in School Textbooks

  • Book
  • © 2017

Overview

Editors:
  1. Joseph Zajda

    1. Faculty of Education and Arts, School of Education, Australian Catholic University, Melbourne, Australia

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    You can also search for this editor in PubMed   Google Scholar

  2. Tatyana Tsyrlina-Spady

    1. School of Education, Seattle Pacific University School of Education, Seattle, USA

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    You can also search for this editor in PubMed   Google Scholar

  3. Michael Lovorn

    1. University of Pittsburgh, Pittsburgh, USA

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    You can also search for this editor in PubMed   Google Scholar

  • Demonstrates ideological imperatives of globalisation that impact historical narratives and history textbooks
  • Evaluates the problematic relationship between globalisation, ideology, the state, and history education
  • Offers a valuable sourcebook of ideas for researchers, history educators, practitioners and policymakers
  • Provides a timely overview of changes in history education and policy research around the globe
  • Includes supplementary material: sn.pub/extras

Part of the book series: Globalisation, Comparative Education and Policy Research (GCEP, volume 18)

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Table of contents (17 chapters)

  1. Front Matter

    Pages i-xxii
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  2. Globalisation and Historiography of National Leaders

    • Joseph Zajda, Tatyana Tsyrlina-Spady, Michael Lovorn
    Pages 1-11

  3. Research Trends in Globalisation and Historiography of National Leaders: Symbolic Representations in School Textbooks: Europe and Russia

    1. Front Matter

      Pages 13-13
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    2. Russian History Textbooks in the Putin Era: Heroic Leaders Demand Loyal Citizens

      • Tatyana Tsyrlina-Spady, Alan Stoskopf
      Pages 15-33

    3. Political Leaders in Russian History Textbooks Between the Rise and Fall of the Cult of Personality (1938–1962)

      • Dorena Caroli
      Pages 35-52

    4. How Do Czech Children Remember Their ‘Father’? Visual Representations of the First Czechoslovak President, T. G. Masaryk, in Czech History Textbooks in Communist and Post-communist Times

      • Andrea Průchová
      Pages 53-72

    5. Benito Mussolini in Italian High School Textbooks

      • Anne M. Wingenter
      Pages 73-88

    6. History of Spain Textbooks: Diversity in the Portrayal of National Leaders

      • Ramón Cózar Gutiérrez, Manuel Roblizo Colmenero
      Pages 89-102

    7. Religious Nation or National Religion: Poland’s Heroes and the (Re) Construction of National Identity in History Textbooks

      • Dobrochna Hildebrandt-Wypych
      Pages 103-121

    8. History Textbooks for French High Schools: Events, Long-Term Trends, Europe and Skills, Not National Leaders

      • Camille Duparc, John Barzman, Elisabeth Robert Barzman
      Pages 123-141

    9. Stephen the Great (1457–1504): A National Hero for Romanians

      • Cătălina Mihalache
      Pages 143-157

  4. Research Trends in Globalisation and Historiography of National Leaders: Symbolic Representations in School Textbooks: Asia/the Rest of the World

    1. Front Matter

      Pages 159-159
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    2. The Politicization of U.S. History Textbooks: Reinventing Ronald Reagan

      • Michael Lovorn
      Pages 161-178

    3. Representation of National Leaders in History Books and Textbooks in South Africa: A Transitiological Study

      • C. C. Wolhuter, J. L. Van der Walt, F. J. Potgieter
      Pages 179-195

    4. National Heroes and National Identity Education: A Comparison of Mainland China and Hong Kong’s Textbooks

      • Wangbei Ye
      Pages 197-214

    5. The Master Narrative Indoctrinating Patriotism: National Heroes in Pakistani School Textbooks

      • Ambreen Shahriar
      Pages 215-228

    6. Gender Mainstreaming in Textbooks Discourse via the Metaphorical Account of Malalai of Maiwand, Afghanistan

      • Shabana Khattak, Hussain Akhtar
      Pages 229-243

    7. Resurfaced and Disappearing Past: National Heroes in History Textbooks of Post-Soviet Kyrgyzstan

      • Nina Bagdasarova, Larissa Marchenko
      Pages 245-260

    8. The Portrayal of John Curtin as Australia’s War Time Labor Prime Minister

      • Deborah Henderson, John Whitehouse, Joseph Zajda
      Pages 261-273

    9. Research Trends in Globalisation and Historiography of National Leaders: Symbolic Representations in School Textbooks

      • Joseph Zajda, Tatyana Tsyrlina-Spady, Michael Lovorn
      Pages 275-280
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Keywords

About this book

Globalisation and Historiography of National Leaders: Symbolic Representations in School Textbooks, the 18th book in the 24-volume book series Globalisation, Comparative Education and Policy Research, explores the interrelationship between ideology, national identity, national history and historical heroes, setting it in a global context. Based on this focus, the chapters represent hand-picked scholarly research on major discourses in the field of history textbooks and symbolic representations of national heroes, and draw upon recent studies in the areas of globalisation, history textbooks, and national leaders.
A number of researchers have written on the importance of teaching national history in order to foster national identity and a sense of belonging to a certain society, state, and people among the younger generation. Some nations prefer to create national heroes out of their political leaders who are still in power, and whose lives and reputation areportrayed as being eminently spotless. Using diverse comparative education paradigms from critical theory, social semiotics, and historical-comparative research, the authors analyse the unpacking of the ideological agenda hidden behind the choice and lionization (or silencing) of the preferred national heroes. They provide an informed critique of various historical narratives depicting national leaders and national heroes.
The book provides an easily accessible, practical yet scholarly source of information on international concerns in the field of globalisation, history education and policy research. Offering an essential sourcebook of ideas for researchers, history educators, practitioners and policymakers in the fields of globalisation and history education, it also provides a timely overview of current changes in politically correct history education narratives in history textbooks.


Reviews

“A key strength of this book is the scholarly attention to the historiography of each country and methodological rigour applied to the selection and analysis of history texts, thus providing a well-developed model for further history textbook research.” (Mallihai Tambyah, Curriculum Perspective, Vol. 38, 2018)

Editors and Affiliations

  • Faculty of Education and Arts, School of Education, Australian Catholic University, Melbourne, Australia

    Joseph Zajda

  • School of Education, Seattle Pacific University School of Education, Seattle, USA

    Tatyana Tsyrlina-Spady

  • University of Pittsburgh, Pittsburgh, USA

    Michael Lovorn

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