Log in

Relevant bibliographies by topics / Textbooks – History / Journal articles

To see the other types of publications on this topic, follow the link: Textbooks – History.

Journal articles on the topic 'Textbooks – History'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Textbooks – History.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Williams, Frances Janeene, and Linda B. Bennett. "The Progressive Era: How American History Textbooks' Visuals Represent Women." Social Studies Research and Practice 11, no. 1 (2016): 124–35. http://dx.doi.org/10.1108/ssrp-01-2016-b0008.

Full text

Abstract:

Studies of the representation of women in United States history textbooks, both in number and manner in which they appear, have found women are inequitably represented as compared to their male counterparts and are viewed through a patriarchal lens. This study analyzed a contemporary high school United States history textbook’s representation of women in the Progressive Era compared to an earlier edition textbook. Using their visual representation of women, it was found that the textbooks continued the patriarchal view of women and their roles in society. Although the number of representations

APA, Harvard, Vancouver, ISO, and other styles

2

Nyström, Daniel. "Ongoing History Writing in History Textbooks." Journal of Educational Media, Memory, and Society 15, no. 2 (2023): 95–116. http://dx.doi.org/10.3167/jemms.2023.150205.

Full text

Abstract:

Abstract This article addresses the ways in which Swedish history textbooks for upper secondary schools published between 1994 and 2011 deal with the most recent past. The textbooks are chronologically organized and follow history into the textbook authors’ time, and each new edition of the textbooks includes the latest developments. The article inquires as to whether this gradual addition of events is to be regarded as historiography at all, or what the possible difference is between contemporary commentary and historiography. It examines which events and developments are selected, how they a

APA, Harvard, Vancouver, ISO, and other styles

3

ÖZTAŞ, Sezai. "History teachers’ opinion about the 11th grade history textbook." Journal of Teacher Education and Lifelong Learning 5, no. 2 (2023): 955–66. http://dx.doi.org/10.51535/tell.1335521.

Full text

Abstract:

Textbooks are one of the most widely used teaching materials in history lessons. History textbooks are important resources that facilitate the achievement of learning outcomes and ensure the realization of the curriculum. The newly prepared 11th Grade History Textbook and Program were implemented in the 2017-2018 academic year. This study aims to determine the evaluation of history teachers regarding the physical design, educational design, use of visual materials, and assessment and evaluation of the new 11th-grade history textbook. The textbook was developed in accordance with the curriculum

APA, Harvard, Vancouver, ISO, and other styles

4

Matusevich, Melissa N. "Strange Bedfellows: Censorship and History Textbooks." Social Studies Research and Practice 1, no. 3 (2006): 359–73. http://dx.doi.org/10.1108/ssrp-03-2006-b0006.

Full text

Abstract:

In spite of required state curriculum objectives, American history textbooks often become the de facto curriculum defining history. Self-imposed censorship by textbook publishers defines how individuals, groups, and events are portrayed. A 2004 Thomas B. Fordham Institute report concluded that today’s history textbooks are bland with no voice or storyline and have been sanitized and filled with history rewritten to meet the demands of special interest groups. The report also concluded that while American history textbooks now contain more pages, they include less content. Paradoxically, when a

APA, Harvard, Vancouver, ISO, and other styles

5

Sholeh, Kabib. "Values in Indonesian History Textbook." International Journal of Multicultural and Multireligious Understanding 10, no. 10 (2023): 60. http://dx.doi.org/10.18415/ijmmu.v10i10.5078.

Full text

Abstract:

The Indonesian history textbook, the handbook for teachers and students learning history in high school, is compiled by the Ministry of Education and Culture team as teaching material for students. The contents of the published history textbooks have been revised several times to improve the material's content. However, things could still be improved in the material's content or terms of data presentation. Mistakes in history textbooks will have a negative impact on students and their ways of thinking about national history and others. This scientific work aims to objectively analyze and criti

APA, Harvard, Vancouver, ISO, and other styles

6

Sumaludin, M. Maman. "NATIONAL IDENTITY IN HIGH SCHOOL HISTORY BOOK." JURNAL PENDIDIKAN ILMU SOSIAL 26, no. 2 (2017): 139. http://dx.doi.org/10.17509/jpis.v26i2.8887.

Full text

Abstract:

This study aims to analyze national identity in history textbook at the level of senior high school. History textbooks contain material that influenced by ideology which closely related to national identity. The ideology is shown as a manifestation of the nation through history textbooks. The method used to find out the discourse of national identity in textbooks using Fairclough critical discourse analysis to analyze the contents and discourses of national identity in history textbooks. The results showed that the influence of the government is very strong on sample of history textbook. The i

APA, Harvard, Vancouver, ISO, and other styles

7

Novianto, Victor, Hieronymus Purwanta, and Bayu Ananto Wibowo. "The The Presentation Quality of Indonesian High School History Textbooks During the New Order Administrative and After (1975-2008)." Diakronika 22, no. 1 (2022): 36–57. http://dx.doi.org/10.24036/diakronika/vol22-iss1/232.

Full text

Abstract:

This study aimed to analyze the presentation quality of history textbooks used for the national curriculum 1975-2008. The function of the Presentation is to develop students' independent learning. The method used in this study is content analysis. Contents of the history textbooks were analyzed and assessed for presentation aspects using the textbook criteria developed by the Board of National Standards for Education. The result shows that attention for Presentation began on history textbooks for the 1984 curriculum and grew in the following periods of curriculums. The presentation aspects of

APA, Harvard, Vancouver, ISO, and other styles

8

Rosita, Rita. "Meningkatkan Keterampilan Membaca Kritis Buku Teks dalam Belajar Sejarah Melalui Metode Search, Solve, Create and Share (SSCS)." FACTUM: Jurnal Sejarah dan Pendidikan Sejarah 9, no. 2 (2021): 175–90. http://dx.doi.org/10.17509/factum.v9i2.27155.

Full text

Abstract:

Students’ critical reading skill is being decreasing, especially in learning history. In the other hand, students’ reading skill during learning history is important and has its significance to be developed. The indications can be seen from the ability on finding and comparing reading sources, analyzing readings, making notes from reading results, and sharing information from reading analysis results. Due to the significance of this research, author formulates some problems taken, those are: first, how to develop history learning using methods Search, solve, create, and share (SSCS). Second, h

APA, Harvard, Vancouver, ISO, and other styles

9

GÖKENÇ GÜLEZ, Sema. "The Image of China in Turkish Secondary Education History Textbooks." Gaziantep University Journal of Social Sciences 22, no. 4 (2023): 1538–54. http://dx.doi.org/10.21547/jss.1339706.

Full text

Abstract:

In this study, the image of China and how China has been approached in the 9th, 10th and 11th grade Turkish history textbooks of secondary school was evaluated. Within the scope of the study, compulsory history textbooks, Turkish Culture and Civilization History textbook, Contemporary Turkish and World History textbook published by the Ministry of National Education of the Republic of Türkiye were examined. By considering the basic factors that create the image of China in Turkish history textbooks, how China has been represented in the textbooks and positive, negative statements were analyzed

APA, Harvard, Vancouver, ISO, and other styles

10

Kropman, Marc, Carla van Boxtel, and Jannet van Drie. "Narratives and Multiperspectivity in Dutch Secondary School History Textbooks." Journal of Educational Media, Memory, and Society 12, no. 1 (2020): 1–23. http://dx.doi.org/10.3167/jemms.2020.120101.

Full text

Abstract:

School history textbooks provide an important source of information for learners of history. Textbook narratives of a nation’s past often present a limited frame of reference, which impedes the aim of teaching history from multiple perspectives. This article examines the representation of the Dutch Revolt in two Dutch and two Flemish history textbooks. By taking sentences as our unit of analysis, we analyzed narrative elements and metaphors, which informed us about the level of multiperspectivity in these narratives. We found that Dutch textbooks, in contrast to Flemish textbooks, create their

APA, Harvard, Vancouver, ISO, and other styles

11

Wang, Linfeng. "Exploring the History and Challenge of Government-authorized English Textbooks in Japan and Mainland China." Espacio, Tiempo y Educación 9, no. 1 (2022): 236–55. http://dx.doi.org/10.14516/ete.400.

Full text

Abstract:

This paper examines the history of English textbooks and the challenges they are facing in the current EFL contexts of Japan and mainland China. In these countries, English textbooks, and textbooks for all other subjects, can only be used in classrooms following governmental evaluation and approval. The main set of criteria for textbook evaluation is provided by the national curriculum, which also serves as a guideline for compiling textbooks; it illustrates the purpose and objectives of each subject, contains descriptions of achievement levels for each grade, as well as suggestions for teachi

APA, Harvard, Vancouver, ISO, and other styles

12

Sholekha, Mar'atus. "Analysis of 4C Skills (Critical Thinking, Creativity, Communication, and Collaboration) in Indonesian History Textbooks." Indonesian Journal of History Education 8, no. 2 (2023): 69–88. http://dx.doi.org/10.15294/ijhe.v8i2.70858.

Full text

Abstract:

This research aims to analyze the 4C skills in the Indonesian History textbook for Class This research uses a qualitative approach with discourse analysis methods. Data collection techniques use discourse analysis, document study, observation and interviews. The research results show that the 4C skills which include critical thinking, communication, collaboration and creativity have been included in the textbook. 4C skills are integrated in textbooks in pre-learning, student activities, materials, and evaluation. Textbooks are used as learning resources in learning activities, namely discussio

APA, Harvard, Vancouver, ISO, and other styles

13

Alexandrache, Carmen. "Communist human models promoted by the Romanian history textbooks." Contemporary Educational Researches Journal 10, no. 2 (2020): 79–87. http://dx.doi.org/10.18844/cerj.v10i2.4733.

Full text

Abstract:

This paper proposes a historical approach of Romanian communist education as it is reflected in the textbooks edited in the second part of XX century. For communist regime the textbooks, especially history ones became a tool of promotion political principles. There are many pictures, texts, exercises, additional readings which offer enough examples about what behaviour ought to be (non)appreciated and manifested by students, what they have to feel, to act or not. Also, scientific contents of textbook transmit to students a set of beliefs and values even if the teacher do not intend to focus on

APA, Harvard, Vancouver, ISO, and other styles

14

Elmersjö, Henrik Åström. "Negotiating the Nation in History." Journal of Educational Media, Memory, and Society 8, no. 2 (2016): 16–35. http://dx.doi.org/10.3167/jemms.2016.080202.

Full text

Abstract:

This article explores the discussions concerning history textbooks that occurred within the Swedish State Approval Scheme for Textbooks (Statens läroboksnämnd) from 1945 to 1983. By focusing on the negotiation of nationhood and the process of textbook approval as an arena for the renegotiation of ways in which history was taught in schools, the article reveals that nationalistic sentiment associated with the historical discipline was challenged by intercultural and materialist discourses during the period under examination. However, much of the debate within the State Approval Scheme for Textb

APA, Harvard, Vancouver, ISO, and other styles

15

Sukardi, Hieronymus Purwanta, Kabib Sholeh, and , Nur Syafarudin. "HISTORICAL VALUES AND LOCAL MATERIALS DURING THE OLD ORDER AND NEW ORDER PERIODS IN INDONESIAN HISTORY TEXTBOOKS (Analysis and Criticism of Indonesian History Textbooks Class XII Senior High School)." Santhet (Jurnal Sejarah Pendidikan Dan Humaniora) 7, no. 1 (2023): 138–46. http://dx.doi.org/10.36526/santhet.v7i1.2805.

Full text

Abstract:

Indonesian history textbooks have been published by the Ministry of Education and Culture from the curriculum of the old order, new order and post-reform periods, but the content in the textbooks still has not changed much in terms of data presentation despite many recent research results. Likewise, in terms of important historical value, writing has not been done in history textbooks. The purpose of this scientific work is to analyze historical materials in textbooks during the old order – new order and to analyze historical values in history textbooks as learning for students. The method use

APA, Harvard, Vancouver, ISO, and other styles

16

Jašinauskas, Linas, and Rasa Žiburytė. "The Suitability of History Textbook Activities for 5th–8th Grades for Developing Pupils’ Achievements in the Subject of History." Pedagogika 121, no. 1 (2016): 171–86. http://dx.doi.org/10.15823/p.2016.12.

Full text

Abstract:

After restoring Independence in Lithuania, there has not been a separate research carried out which would contain an in-depth analysis of the quality of activities presented in history textbooks used in general education schools. Therefore, the following research problem is raised in this article: whether the activities presented in the history textbooks for 5th–8th grades that are currently in use in Lithuanian general education schools are suitable for developing the achievements in history subject which are defined in the General Curriculum Framework. The aim of this study is to inves

APA, Harvard, Vancouver, ISO, and other styles

17

Dolšina, Marjana. "The Slovenian Art History Textbook in Comparison to Polish Textbooks: Authorship and Content, Didactic Structure and Publishing Circumstances." Journal of Education Culture and Society 5, no. 1 (2020): 285–98. http://dx.doi.org/10.15503/jecs20141.285.298.

Full text

Abstract:

The paper analyses two concepts of art history textbooks for secondary schools. It discusses their role in the learning and teaching process of art history and related school subjects within the formal educational programmes in Slovenia and their didactic structure. The comparison between one Slovenian and two Polish textbooks might contribute to better understanding of the present situation regarding art history textbook production in Slovenia, which is a result of several factors: the historical continuity of textbook writing and research in textbook didactics, the current school policy and

APA, Harvard, Vancouver, ISO, and other styles

18

Boškov, Svetozar. "Ancient and Serbian heroes in Serbian history textbooks in the 19th Century." Kultura, no. 174-175 (2022): 113–24. http://dx.doi.org/10.5937/kultura2275113b.

Full text

Abstract:

History textbooks in the Serbian language used in Serbian schools during the 19th century had a specific form, appearance and purpose. The form and appearance of the textbook was different from today's textbooks, but we could see from the title, content or introduction of the textbook that it was used in the teaching process. Their content was also different from modern textbooks and the teaching units were adapted to the political situation in which the Serbian people found themselves then. Ancient and Serbian heroes had an important place in the teaching units of these textbooks, and in this

APA, Harvard, Vancouver, ISO, and other styles

19

Efimenko, Nikolai Aleksandrovich. "Russian History in the mirror of the Political situation in China in the 50s of the XX century (based on school history textbooks)." Исторический журнал: научные исследования, no. 3 (March 2023): 151–64. http://dx.doi.org/10.7256/2454-0609.2023.3.40736.

Full text

Abstract:

This article highlights the analysis of the textbook of universal history for the 9th grade, printed in China in the 1950s. The paper examines the features of the descriptions of Russia in the textbook, as well as the relationship between textbooks and the policy pursued by China during this period. Text criticism, linguoculturological and imagological analysis are the main methods of our research. The results of the work indicate that the Chinese government in the historical period considered in the textbook sought to form a certain image of Russia among schoolchildren, which was associated w

APA, Harvard, Vancouver, ISO, and other styles

20

Arai, Chinichi. "History Textbooks in Twentieth Century Japan." Journal of Educational Media, Memory, and Society 2, no. 2 (2010): 113–21. http://dx.doi.org/10.3167/jemms.2010.020208.

Full text

Abstract:

Despite modernization of the Japanese school system after 1872, this period was marked by the war in East Asia and nationalism focusing on the emperor, whereby the imperial rescript of 1890 defined the core of national education. Following defeat in the Second World War, Japan reformed its education system in accordance with a policy geared towards peace and democracy in line with the United Nations. However, following the peace treaty of 1951 and renewed economic development during the Cold War, the conservative power bloc revised history textbooks in accordance with nationalist ideology. Man

APA, Harvard, Vancouver, ISO, and other styles

21

Nandi, Ankur. "Gender Discrimination in History Textbooks at Elementary Level." International Journal of Research and Review 10, no. 10 (2023): 366–73. http://dx.doi.org/10.52403/ijrr.20231044.

Full text

Abstract:

Gender is a concept that describes how society determines what roles men and women perform in society. Gender refers to the socio-culturally determined disparities between feminine and masculine. Gender discrimination is one of the most prevalent educational and social challenges in the present era. Religion, language, culture, tradition, education, the economy, and every other aspect of human existence all have an impact on it. Textbooks are one of the most important sources of information. Through its usage, children are pushed to think critically and imaginatively. Textbooks are crucial in

APA, Harvard, Vancouver, ISO, and other styles

22

Syahriman, Agung, and Agus Mulyana. "Multikulturalisme: Analisis Wacana Buku Teks Pelajaran Sejarah." Jazirah: Jurnal Peradaban dan Kebudayaan 2, no. 1 (2021): 17–31. http://dx.doi.org/10.51190/jazirah.v2i1.22.

Full text

Abstract:

This article is a review of the history textbooks of High School that aims to view and analyze the content of multiculturalism material contained in history textbooks. The method used in this study is critical discourse analysis. The subject in this study is Indonesia history textbook class XI High School Curriculum 2013 (Revised 2017). The results of the study showed that there is a content of multiculturalism material contained in textbooks. This can be seen from the achievements of indoctrinators who support multiculturalism as a whole (the value of tolerance, the value of equality, and dem

APA, Harvard, Vancouver, ISO, and other styles

23

Vuka, Denis. "History Teaching in Albania Following Educational Reform in 2008." Journal of Educational Media, Memory, and Society 7, no. 1 (2015): 116–32. http://dx.doi.org/10.3167/jemms.2015.070106.

Full text

Abstract:

This article explores history teaching in Albania, with particular emphasis on educational and methodological aspects of new history textbooks published after the liberalization of the school textbook market in 2008. National history textbooks serve as a basis for the assessment of changing educational principles and methodologies in history teaching in terms of five qualitative factors: educational aims, teaching techniques and methodologies, historical narratives, visual materials, and sources. The article thus assesses the degree to which textbooks fulfill their educational function and hel

APA, Harvard, Vancouver, ISO, and other styles

24

Filasari, Rica. "Wacana Penguatan Pendidikan Karakter dalam Buku Teks Sejarah Indonesia." Jurnal Pendidikan Sejarah 9, no. 2 (2020): 90–109. http://dx.doi.org/10.21009/jps.092.01.

Full text

Abstract:

Textbooks are one of the sources used in history learning in class and have an important meaning in Strengthening Character Education (PPK). Although there are doubts about the extent to which the integration of the value of PPK in writing Indonesian History textbooks is because the textbooks were born earlier than PPK. This study aims to describe the PPK discourse in the Indonesian History textbook 2013 Curriculum of Senior High Schools (SMA). The research approach used is a qualitative type of critical discourse analysis model Roger Fowler et al. The main data source is in the revised editio

APA, Harvard, Vancouver, ISO, and other styles

25

Patil, Swarali. "Hegemonic Past: Exclusion of Subaltern Histories in NCERT Textbooks." ANTYAJAA: Indian Journal of Women and Social Change 5, no. 1 (2020): 9–21. http://dx.doi.org/10.1177/2455632719880622.

Full text

Abstract:

History textbooks are always a site of contestation. Therefore, present political struggles for maintaining hegemony or overthrowing it play on the site of history. History as discipline has always been dominated by androcentric values. Therefore, feminist historiography was emerged which not only criticized existing androcentric historiographies but suggested new ways to do history. This article tries to analyze inclusions and exclusions within history textbooks. In the first part of the article I will try to analyze why certain histories never became part of the textbook and what are the sou

APA, Harvard, Vancouver, ISO, and other styles

26

Djono, Djono, Hermanu Joebagio, and Nur Fatah Abidin. "Representation of political conflicts in history textbooks." Historical Encounters: A journal of historical consciousness, historical cultures, and history education 10, no. 1 (2023): 100–113. http://dx.doi.org/10.52289/hej10.107.

Full text

Abstract:

This research scrutinizes the representation of political conflict within contemporary Indonesian history textbooks. The research question is about how the contemporary history textbooks present political conflicts in Indonesian historiography for the younger generation within the frame of political interests, nation-building, and the demand of conflict reconciliation and transformation. Discourse Historical Analysis was used as the research method, particularly in investigating conflict representation from the analysis of nomination, predication, argumentation, perspectivation, and intensific

APA, Harvard, Vancouver, ISO, and other styles

27

Kadzoeva, Tamara М. "School history textbook as a component of the Soviet education system by the end of the 1980s." Science and School, no. 2, 2020 (2020): 226–32. http://dx.doi.org/10.31862/1819-463x-2020-2-226-232.

Full text

Abstract:

The article reveals theoretical approaches to the creation of Soviet school history textbooks of the late 1980s. Despite the achievements of domestic methodologists in the field of theory and practice of a school textbook, the society abandoned the Soviet model of a history textbook. Its crisis is caused by excessive ideologization, dogmatism, one-sided representation of historical events. The article analyzes some aspects of Soviet school history textbooks on the domestic history of the 20th century.

APA, Harvard, Vancouver, ISO, and other styles

28

Yarlykova, Mariya, and Yu Xunda. "History Textbooks as Social Contract: Educational Reform, the Unified History Textbooks and Patriotism in Contemporary Russia." Education and Society 39, no. 2 (2021): 5–28. http://dx.doi.org/10.7459/es/39.2.02.

Full text

Abstract:

This article examines uniform standardized history education in Russia. It focuses primarily on the process of designing unified national history textbooks in 2013-2017, and also examines the educational reform that followed this process, along with the role of Russian society in the formulation of the textbook’s content. The new historical-cultural criteria—and the Unified textbooks based on them—are considered as a product of social contract as it was revised and approved by the different levels of Russian society: academics, parents, teachers, and government. In essence, the new textbooks a

APA, Harvard, Vancouver, ISO, and other styles

29

Clark, Penney, Kristina Llewellyn, Rafael Capó García, and Sarah Clifford. "Context matters in history textbook studies: A call to address the socio-political landscape of textbook production." Historical Encounters: A journal of historical consciousness, historical cultures, and history education 11, no. 1 (2024): 136–50. http://dx.doi.org/10.52289/hej11.109.

Full text

Abstract:

History textbooks are a tool of nation-building and often the only account of particular events, people and issues to which students will be exposed. This is one reason why it is important to examine, not only their content, but the context of their production. Research attention needs to be directed not only at disentangling the logics of textbook content, a purpose that dominates the field, but also at the social and political contexts of their development, including their production (publishing and authorship) and the processes by which they receive official approval. This work analyzed 100

APA, Harvard, Vancouver, ISO, and other styles

30

Joo, Hongbi, and Jihyun Yoon. "Analysis of the Degree of Reflection of the Nature of Science (NOS) in the ‘History of Science Textbook’ according to the 2015 Revised Curriculum." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 19 (2022): 355–72. http://dx.doi.org/10.22251/jlcci.2022.22.19.355.

Full text

Abstract:

Objectives In the current situation where the existing science textbooks do not fully reflect the nature of science, it is necessary to examine the nature of science shown in textbooks on the history of science and effective use of it. For this purpose, in this study, the ratio of reflection of the nature of science reflected in the 2015 revised curriculum high school science history textbook was analyzed. Methods The subject of analysis was two types of high school history of science textbooks that have been tested, and the analysis frame that adequately reflects the nature of science from th

APA, Harvard, Vancouver, ISO, and other styles

31

Lvova, Irina. "On the history of the creation of accounting textbooks: Late 19th — early 20th century." St Petersburg University Journal of Economic Studies 38, no. 3 (2022): 436–61. http://dx.doi.org/10.21638/spbu05.2022.305.

Full text

Abstract:

The article deals with issues related to creating accounting textbooks the late 19th and early 20th centuries, when mass business education began to develop in Russia. The evolution of ideas about the textbook, the requirements for textbooks, the evaluation of textbooks by reviews, the role of competitions in stimulating authors, the problem of selecting the qualitative textbook and attempts to solve it by administrative and market means, and, finally, the image of a modern accounting textbook as seen more than a century ago are examined. The article is based on a critical analysis of sources

APA, Harvard, Vancouver, ISO, and other styles

32

Shuayb, Maha, and Dolly al-Sarraf. "The portrayal of women in history curricula and textbooks in Lebanon: A history of systematic exclusion." Citizenship Teaching & Learning 17, no. 3 (2022): 437–53. http://dx.doi.org/10.1386/ctl_00102_1.

Full text

Abstract:

The discipline of history has been largely dominated by men who were shaping the narratives. This gender inequality has been also reflected in history education, particularly in national history textbooks. Attempts to reinstate women in the field of history have emerged with the feminist movement particularly in 1960s to date. In this study we examine women in Lebanese history textbooks. Whilst Lebanon has not been able to develop a new history curriculum since 1960s, there are currently a few series of textbooks published by different private publishers. Through a content analysis of two of t

APA, Harvard, Vancouver, ISO, and other styles

33

Ku, Yangmo. "The Politics of Historical Memory in Germany." Journal of Educational Media, Memory, and Society 2, no. 2 (2010): 75–92. http://dx.doi.org/10.3167/jemms.2010.020206.

Full text

Abstract:

Prior to the late 1960s, German history textbooks lacked coverage of Poland and depicted Germany's eastern neighbor with negative images. The 1970s and 1980s, however, witnessed positive changes to the contents of German school textbooks—particularly with respect to their descriptions of Poland and German-Polish relations. How and why did Germany promote a more reflective view of history and correct negative descriptions of the Poles in German history textbooks between the 1970s and 1980s? This article addresses this question by focusing on the influence of Brandt's Ostpolitik and on the activ

APA, Harvard, Vancouver, ISO, and other styles

34

Klyuchareva, Valentina V. "FROM THE KAZAKH SSR TO “INDEPENDENT” KAZAKHSTAN: A HISTORY TEXTBOOK AS A WAY OF FORMING NATIONAL IDENTITY." Vestnik Altaiskogo Gosudarstvennogo Pedagogiceskogo Universiteta, no. 51 (June 15, 2022): 96–102. http://dx.doi.org/10.37386/2413-4481-2022-2-96-102.

Full text

Abstract:

The article is devoted to the problem of the formation of national identity through textbooks on the history of the Republic of Kazakhstan. The study also pays attention to Soviet school textbooks on the history of the Kazakh SSR. The influence of a history textbook on national identity is viewed through the prism of Memory Studies technologies. A comparative analysis of Soviet and modern textbooks is carried out. The dynamics of the use of terms forming the idea of “the tragic past” of Kazakhstan is revealed.

APA, Harvard, Vancouver, ISO, and other styles

35

Sefer, Jasmina, Emilija Lazarevic, and Jelena Stevanovic. "Textbook language: Incentive or obstacle." Zbornik Instituta za pedagoska istrazivanja 40, no. 2 (2008): 347–68. http://dx.doi.org/10.2298/zipi0802347s.

Full text

Abstract:

The criticism of the current language in school textbooks indicates the gravity of this problem in our environment and the need to solve it. The first step in approaching this problem is studying the reception of primary school textbooks. In the first part of the paper we discuss all primary school textbooks from the fifth to the eighth grade with regard to the frequency of textbook usage and the perception of the difficulty of textbook language. In the second part of the paper there is an additional analysis of history, geography, biology, physics and chemistry textbooks from the fifth to the

APA, Harvard, Vancouver, ISO, and other styles

36

Ammert, Niklas, and Heather Sharp. "Working with the Cold War." Journal of Educational Media, Memory, and Society 8, no. 2 (2016): 58–82. http://dx.doi.org/10.3167/jemms.2016.080204.

Full text

Abstract:

This article presents a comparative analysis of pupils’ activities dealing with the Cold War in Swedish and Australian history textbooks. By focusing on textbook activities to which pupils respond in relation to their learning of a particular topic, this study identifies knowledge types included in a selection of history textbooks. The study also focuses on the question whether, and if so how, social values are evident in activities concerning the Cold War. The authors develop a matrix that makes it possible to examine knowledge types and social values conveyed by activities. By analyzing text

APA, Harvard, Vancouver, ISO, and other styles

37

Takeda, Okiyoshi. "A Forgotten Minority? A Content Analysis of Asian Pacific Americans in Introductory American Government Textbooks." PS: Political Science & Politics 48, no. 03 (2015): 430–39. http://dx.doi.org/10.1017/s1049096515000190.

Full text

Abstract:

ABSTRACTTextbooks are the most important pedagogical tools in higher education and they should convey sufficient and accurate information on minority groups and women in the United States. Yet textbooks tend to marginalize these groups in their depictions. This article examines the coverage of Asian Pacific Americans in twenty-eight American Government or Politics textbooks. Asian Pacific Americans have faced a unique history of exclusion, discrimination, and stereotyping. The content analysis of the textbooks reveals that textbooks do not fully cover their history and contributions to US poli

APA, Harvard, Vancouver, ISO, and other styles

38

Fuchs, Eckhardt. "Contextualizing School Textbook Revision." Journal of Educational Media, Memory, and Society 2, no. 2 (2010): 1–12. http://dx.doi.org/10.3167/jemms.2010.020201.

Full text

Abstract:

The words “textbook revision” immediately conjure up certain images. We generally think of conflicts surrounding the contents of textbooks, conflicts which are debated in public and usually have an international dimension. Textbook revision generally refers to books on history, geography and social studies, occasionally also religion or biology. It generally relates to those activities aimed at correcting false or distorted interpretations in school textbooks. In addition, it involves two further aspects: improving the quality of teaching with revised textbooks, and conveying universal norms i

APA, Harvard, Vancouver, ISO, and other styles

39

Fort, Emilie. "Bridging Past and Present Traumas: The Emergence of Kosovo Serb Ethnoscape in the Dynamic Interaction between the Enclaved Environment and History Textbooks’ Content." Nationalities Papers 47, no. 6 (2019): 968–82. http://dx.doi.org/10.1017/nps.2018.27.

Full text

Abstract:

AbstractThis article deals with the use of history textbooks imported from Serbia in the specific context of Kosovo Serb enclavement. It provides a content analysis of history textbooks used by Kosovo Serb pupils in Kosovo in terms of their contribution to Kosovo Serb collective identity building. This article focuses on the interaction between the enclaved environment within which Kosovo Serbs have lived since 1999 and the narratives contained in the history textbooks, to highlight how this interaction influences the way Kosovo Serbs consider their identity. First, I start by showing that his

APA, Harvard, Vancouver, ISO, and other styles

40

Najuah, Najuah, Sari Madani Rangkuti, Ricu Sidiq, Pristi Suhendro Lukitoyo, and Arfan Diansyah. "LOTS vs HOTS: Evaluation of History Textbooks for Class XII Senior High School." AL-ISHLAH: Jurnal Pendidikan 16, no. 2 (2024): 737–47. http://dx.doi.org/10.35445/alishlah.v16i2.4547.

Full text

Abstract:

This study evaluates the prevalence of Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) questions in Indonesian History textbooks for twelfth-grade students. Utilizing a quantitative research methodology, the study analyzes the first-semester evaluation questions from textbooks published by the Ministry of Education and Culture, Erlangga, and Grafindo. Employing descriptive statistical techniques, the analysis reveals distinct disparities in the balance of LOTS and HOTS questions. Specifically, the Erlangga textbook contains 82.6% LOTS and 17.4% HOTS questions, while

APA, Harvard, Vancouver, ISO, and other styles

41

Suryana, Yanyan. "HINDU-BUDHA-ISLAM CULTURAL ACCULTURATION IN INDONESIAN NATIONAL HISTORY TEXTBOOKS." JURNAL PENDIDIKAN ILMU SOSIAL 26, no. 1 (2017): 101. http://dx.doi.org/10.17509/jpis.v26i1.6925.

Full text

Abstract:

The development of acculturation of Hindu, Buddhist and Islamic cultures in Indonesia is studied as a part of Indonesian national historical textbooks. In order to understand and discover the elements of acculturation in historical events, this study is conducted based on the historical textbook theory and cultural acculturation theory. This study is aimed at finding the relationship and values in historical education. Critical discourse analysis is used as a method of analysis to unveil the acculturation values contained on history textbooks in schools. Hence, the study results showed that th

APA, Harvard, Vancouver, ISO, and other styles

42

Jo, Yeongkwang. "Review of descriptions of the history of Mahan in history textbooks and Curriculum." Paek-San Society 127 (December 31, 2023): 187–210. http://dx.doi.org/10.52557/tpsh.2023.127.187.

Full text

Abstract:

The history of Mahan is historically important in relation to the identity of today's Republic of Korea and the Korean people. Nevertheless, the lack of relevant materials and the resulting indifference are treated lightly in textbooks. Textbooks dealing with Mahan alone do not exist, but are described as part of Samhan. The first Korean history textbook published immediately after independence devoted a significant portion to history of Mahan. During the 3rd Curriculum period, the amount of description of the history of Mahan increased significantly. However. Most of the content was copied di

APA, Harvard, Vancouver, ISO, and other styles

43

Subreenduth, Sharon. "Insidious Colonialism in Post-Apartheid Education: Interplay of Black Teacher Narratives, Educational Policy and Textbook Analysis." Qualitative Research in Education 2, no. 3 (2013): 213–41. http://dx.doi.org/10.4471/qre.2013.27.

Full text

Abstract:

This article focuses on the larger project of identifying oppressive structures (during apartheid more specifically in this instance) and how educational policy/textbooks (post-apartheid) produce transformative knowledge for decolonization. It presents Black South African teacher perceptions and desires of what/how educational policy, history textbooks can intervene in apartheid indoctrination and what role these have in addressing the nation’s meta-narrative of equity and social justice. I take up these teacher narratives as a way to further critique textbooks currently used and examine the w

APA, Harvard, Vancouver, ISO, and other styles

44

Sarkar, Aditya. "Review: History Textbooks." Contemporary Education Dialogue 4, no. 1 (2006): 163–72. http://dx.doi.org/10.1177/0973184913411138.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Helfer, Florian. "(Post-)colonial Myths in German History Textbooks, 1989–2015." German Politics and Society 39, no. 1 (2021): 79–99. http://dx.doi.org/10.3167/gps.2021.390105.

Full text

Abstract:

This article examines the evolution of textbook representations of colonialism in two North Rhine-Westphalian textbook series for the Sekundarstufe II since 1989. On the one hand, the article shows that the developing post-colonial discourse in the German public debate had a particularly strong impact on schoolbooks in the mid-2000s. Textbooks reacted quickly to changes in the public debate and have increasingly attempted to deconstruct colonial narratives. However, implicit mental conceptions of African “backwardness” continue to exert some influence even on today’s textbook generation. On th

APA, Harvard, Vancouver, ISO, and other styles

46

Adomanis, James. "Wilson, et al., The Pursuit of Liberty - A history of the American People." Teaching History: A Journal of Methods 16, no. 2 (1991): 107–8. http://dx.doi.org/10.33043/th.16.2.107-108.

Full text

Abstract:

Reviewing textbooks is like visiting the dentist for a checkup. The experience may be painful or it may be beneficial for you. Since Frances FitzGerald's onslaught on the American textbook in the 1980s, publishers at the collegiate and pre-collegiate levels have been experimenting in order to upgrade and improve the backbone of classroom instruction, the textbook. Many publishers have heeded FitzGerald's remarks about the dullness of textbooks by expending large sums of monies on the production of a grand design classroom teaching package.

APA, Harvard, Vancouver, ISO, and other styles

47

Kim, Bok-rae. "Leftization of Education in South Korean Society Centering Around the Authorized Textbooks." European Journal of Education 1, no. 3 (2018): 125. http://dx.doi.org/10.26417/ejed.v1i3.p125-134.

Full text

Abstract:

In South Korea, education is no longer a place for learning, but a base for preparing ideological warriors, due to left-wing ideology education and fervent and conscientious teachers’ union and strong left-leaning media. Since left-wing president Moon took office in 2017, omnidirectional “leftization” of education is ongoing in society. According to Prof. Chul-hong Kim, the current left-leaning “authorized” textbook system strenuously inculcates students with the appropriateness of materialistic historical views. A high school student engaged in the protest against the campaign of “state-desig

APA, Harvard, Vancouver, ISO, and other styles

48

SUN, Jiang. "Conceptual History and History Textbooks." Cultura 17, no. 2 (2020): 1–9. http://dx.doi.org/10.3726/cul022020.0001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

SUN, Jiang. "Conceptual History and History Textbooks." Cultura 19, no. 1 (2022): 1–9. http://dx.doi.org/10.3726/cul012022.0001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Otto, Marcus. "The Challenge of Decolonization School History Textbooks as Media and Objects of the Postcolonial Politics of Memory in France since the 1960s." Journal of Educational Media, Memory, and Society 5, no. 1 (2013): 14–32. http://dx.doi.org/10.3167/jemms.2013.050102.

Full text

Abstract:

This article analyzes how the fundamental challenge of decolonization has resonated in history textbooks published in France since the 1960s. It therefore contextualizes textbook knowledge within different areas of society and focuses on predominant discourses that influenced history textbooks' (post)colonial representations in the period examined. These discourses encompass the crisis of Western civilization, modernization, republican integration, and the postcolonial politics of memory. The author argues that history textbooks have thus become media, as well as objects of an emerging postcol

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!