Articles de revues : « Nationalism – Greece – History textbooks »

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Palikidis, Angelos. « Why is Medieval History Controversial in Greece ? Revising the Paradigm of Teaching the Byzantine Period in the New Curriculum (2018-19) ». Espacio, Tiempo y Educación 7, n^o 2 (7 juillet 2020) : 177–91. http://dx.doi.org/10.14516/ete.314.

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In which ways was Medieval and Byzantine History embedded in the Greek national narrative in the first life steps of the Greek state during the 19th century? In which ways has it been related to the emerging nationalism in the Balkans, and to relationships with the West and the countries of south-eastern Europe during the Balkan Wars, the First and Second World Wars, and especially the Cold War, until today? In which ways does Byzantium correlate with the notion of Greekness, and what place does it occupy in Neo-Hellenic identity and culture? Moreover, which role does it play in history teaching, and what kind of reactions does any endeavour of revision or reformation provoke? To answer the above questions I performed a comparative analysis on the following categories of sources: (a) Greek national and European historiography, (b) School history curricula and textbooks, (c) Public history sources, (d) The new History Curriculum for primary and secondary school classes, and (e) The principles and guidelines of international organizations such as the Council of Europe. In the first three sections of this paper, I provide an overview of the conformation and integration of the Byzantine period in Greek national historiography, in association with the dominant European philosophical and historical perspectives during the era of modernity, as well as the evolving national politics, foreign affairs, prevailing ideological schemas and the role of history teaching in shaping the common identity of the Neo-Hellenic society throughout the 19th and 20th centuries. The fourth section briefly deals with the current situation in history teaching in Greek schools, while the fifth section critically presents the innovative elements and features of the new History Curriculum, which, to some degree, aspires to be considered a paradigm shift in the teaching of Medieval History in school education. Finally, I summarize and draw several conclusions.

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Millas, Hercules. « History Textbooks in Greece and Turkey ». History Workshop Journal 31, n^o 1 (1991) : 21–33. http://dx.doi.org/10.1093/hwj/31.1.21.

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Bolliger, Monika. « Writing Syrian History While Propagating Arab Nationalism ». Journal of Educational Media, Memory, and Society 3, n^o 2 (1 septembre 2011) : 96–112. http://dx.doi.org/10.3167/jemms.2011.030206.

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This article argues that Syrian history textbooks promote the formation of Syrian national identity, although their explicit objective is to propagate Arab nationalism. Their authors' attempt to construct the history of an imagined Arab nation encompassing the whole of the Arab world in fact tells the story of different nation-states. Syrian students are therefore confronted with rival geographical spheres of national imagination. Changes in the new textbooks under Bashar al-Asad reveal increased Syrian patriotism, a will to comply with globalization, and attempts to maintain Arab nationalism.

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Curaming, Rommel A. « Hegemonic Tool ? : Nationalism in Philippine history textbooks, 1900–2000 ». Philippine Studies : Historical and Ethnographic Viewpoints 65, n^o 4 (2017) : 417–50. http://dx.doi.org/10.1353/phs.2017.0031.

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Uçarlar, Nesrin. « Tormented by History — Nationalism in Greece and Turkey ». Southeastern Europe 33, n^o 1 (2009) : 160–63. http://dx.doi.org/10.1163/187633309x421274.

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Oğuzlu, Tarık. « Tormented By History : Nationalism in Greece and Turkey ». Turkish Studies 10, n^o 3 (septembre 2009) : 503–7. http://dx.doi.org/10.1080/14683840903141855.

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Filasari, Rica. « Wacana Penguatan Pendidikan Karakter dalam Buku Teks Sejarah Indonesia ». Jurnal Pendidikan Sejarah 9, n^o 2 (2 décembre 2020) : 90–109. http://dx.doi.org/10.21009/jps.092.01.

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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 edition of the High School Indonesia History textbook 2013. The research data was collected by means of documentation. While the data are analyzed with two levels, namely the micro-level which takes into account the composition of words and sentences in the text, and the macro-level that links with the history books and the value of character education. Data checking is carried out holistically, historically situated, and theoretically by observing PPK in Indonesian History textbooks. The results of this study present nationalism as the theme of character values that most often appears in Indonesian History textbooks, followed by values of independence, religion, integrity, and mutual cooperation. The discourse of nationalism is very dominant in almost every textbook, especially narratives about the spirit of nationalism in the process of nation and state formation.

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Jackson, Stephen. « “The Triumph of the West” : American Education and the Narrative of Decolonization, 1930–1965 ». History of Education Quarterly 58, n^o 4 (12 octobre 2018) : 567–94. http://dx.doi.org/10.1017/heq.2018.31.

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This article examines representations of imperialism, anti-colonial nationalism, and decolonization in US textbooks for American and World History courses between 1930 and 1965. Broadly speaking, 1930s and early 1940s texts lauded imperialism and associated European colonialism with American imperialist activities. Authors extolled the benefits for colonial peoples, including literacy, good government, and peace, and anti-colonial nationalists were caricatured as irrational and ungrateful. US global engagement during and after World War II gradually changed the narrative, particularly following Philippine independence in 1946, as texts subsequently portrayed the US as an enlightened decolonizer. Postwar textbooks tended to argue that nationalism was a product of Western ideas and that anti-colonial nationalism was a triumph for Western civilization. While constructing this narrative of the spread of Western values, textbook authors largely marginalized colonial actors, promoted unflattering and stereotyped views of Africans and Asians, and de-emphasized the extreme violence inherent in the decolonization process.

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Nash, Margaret A. « Contested Identities : Nationalism, Regionalism, and Patriotism in Early American Textbooks ». History of Education Quarterly 49, n^o 4 (novembre 2009) : 417–41. http://dx.doi.org/10.1111/j.1748-5959.2009.00224.x.

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Immediately after the American Revolution, the founders set about the task of ensuring the continued existence of the fledgling republic. Facing a host of problems—economic, social, and governmental—some founders promoted a concept of schooling that would inculcate patriotism and forge a uniquely American identity. Noah Webster wanted to create an American language, and Benjamin Rush wanted schools to “convert men into republican machines.” Webster, Rush, Thomas Jefferson, and others all wanted to use some version of common schooling to instill in children a sense of nationalism. Textbooks used in these common schools would be a likely way to further promote a sense of American identity. What that identity should be, though, and what the “good citizen” of the new republic should look like, was sharply contested, and textbooks of this period reflect many of the fissures in the work of nation building.

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Vlachos, George L. « State, nationalism, and the Jewish communities of modern Greece ». European Review of History : Revue européenne d'histoire 26, n^o 5 (1 mai 2019) : 908–9. http://dx.doi.org/10.1080/13507486.2019.1607504.

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Cipta, Samudra Eka. « Nationalism of History Education : A Perspective on Indonesian History Text Books ». IJECA (International Journal of Education and Curriculum Application) 3, n^o 1 (9 avril 2020) : 14. http://dx.doi.org/10.31764/ijeca.v3i1.2034.

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The journey of the Indonesian Nation has begun since the historical period which means that the Indonesian Nation has begun to recognize the tradition of writing as an effort to record the history of its ancestors. The development of the Indonesian nation continues to experience dynamics in each period. From these dynamics then there is an effort to strengthen and unite the Indonesian Nation through nationalism. Nationalism in Indonesia began in 1901-1920 or known as the Early Period of the Indonesian Movement with the marking of movement organizations both oriented towards education and politics. The history of Nationalism in Indonesia is not limited to the Era of Movement but continues to move today. Historical education was born and departed through the History of the Development of the Indonesian Nation. Of course, in the historiography of the Indonesian people is full of records of the struggle of how the founding fathers of the nation fought to establish the Republic of Indonesia through bloodshed. Certainly the essence of Historical Education is how efforts to increase the values of nationalism are presented in the form of historiography. This research has problem formulation which consists of (1) how is the development of historiography in Indonesia?,(2) how is nationalism related to history textbooks, (3) how is the concrete form of nationalism in historical education?.

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Arai, Chinichi. « History Textbooks in Twentieth Century Japan ». Journal of Educational Media, Memory, and Society 2, n^o 2 (1 septembre 2010) : 113–21. http://dx.doi.org/10.3167/jemms.2010.020208.

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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. Many teachers, historians and trade unions resisted this tendency, and in 1982 neighboring countries in East Asia protested against the Japanese government for justifying past aggression in history textbooks. As a result, descriptions of wartime misdeeds committed by the Japanese army found their way into textbooks after 1997. Although the ethnocentric history textbook for Japanese secondary schools was published and passed government screening in 2001, there is now a trend towards bilateral or multilateral teaching materials between Japan, South Korea, and China. Two bilateral and one multilateral work have been published so far, which constitute the basis for future trials toward publishing a common textbook.

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Sudarto et Danang Purwanto. « CHINESE ETHNICITY IN INDONESIAN HISTORY TEXTBOOK ». International Journal of Education and Social Science Research 05, n^o 05 (2022) : 327–43. http://dx.doi.org/10.37500/ijessr.2022.5518.

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This study examines the revised 2017 and 2018 editions of Indonesian history textbooks published by the Ministry of Education and Culture. The research method uses a Critical Discourse Analysis (CDA) approach by Norman Fairclough. The research focuses on how Chinese ethnicity is in the narrative of historical textbooks. Furthermore, how are the hopes and possibilities for historical education to become a vehicle for pluralism, multicultural, and humanism education as the glue of the national spirit and strengthening of national identity? The study results show that there is still a lack of narrative about the role and contribution of the ethnic Chinese. However, it has been demanded to be bolder in exploring events related to the role and contribution of ethnicity. History textbooks as primary sources, representations, and discourses have enormous potential in fostering historical awareness, remembered history, invented history, and recovered history, which can trigger the strong roots of nationalism, including strengthening national identity based on historical facts.

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Trošt, Tamara P. « Remembering the good : Constructing the nation through joyful memories in school textbooks in the former Yugoslavia ». Memory Studies 12, n^o 1 (février 2019) : 27–45. http://dx.doi.org/10.1177/1750698018811986.

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Studies examining the reification of nationhood narratives in history textbooks have typically focused on memories rooted in trauma (stories of loss of territory, victimhood, and perpetual enmity with neighbours), although glorification of the nation, ideas of who belongs to the nation, and what constitutes the nation, are also found in joyful memories. In this article, I examine how memories of joy are accounted for in a classical nation-building subject such as history. Which discursive strategies do textbooks use in instilling particular images of the nation in pupils’ heads, and how do they differ from those used in non-joyful events? Relying on content analysis of history textbooks currently used in Bosnia-Herzegovina, Croatia, Montenegro, Serbia, and Slovenia, I examine how ‘joyful’ memories are represented in memories of ‘banal’ and everyday joy (memories of sports events, music, literature, and popular culture), and in memories of ‘hot’ or explicit nationalism (memories of victories in battles, reclaiming territory, etc). I conclude with reflections on the usefulness of studying memories of joy when examining issues of nation-building, national identity, and nationalism.

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Montgomery, Ken. « Banal Race‐thinking : Ties of blood, Canadian history textbooks and ethnic nationalism ». Paedagogica Historica 41, n^o 3 (juin 2005) : 313–36. http://dx.doi.org/10.1080/00309230500069795.

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Gould, William. « The construction of history and nationalism in India : textbooks, controversies and politics ». Contemporary South Asia 21, n^o 4 (décembre 2013) : 469–70. http://dx.doi.org/10.1080/09584935.2013.856606.

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Kitroeff, Alexander. « Tormented by History : Nationalism in Greece and Turkey (review) ». Journal of World History 22, n^o 1 (2011) : 202–4. http://dx.doi.org/10.1353/jwh.2011.0013.

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Sim, Jeong-Myoung. « Interaction between Korean and Japanese Intellectuals in the Context of Criticism of Nationalism ». Korean Association For Japanese History 59 (31 décembre 2022) : 91–134. http://dx.doi.org/10.24939/kjh.2022.12.59.91.

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This paper examines the exchange of intellectuals between Korea and Japan from the late 1990s to the 2000s, focusing on the criticism of nationalism or post-nationalism. Criticism of nationalism, which was actively raised in Korea around 2000, was based on globalization or postmodernism theory. And this criticism became more active when Japan's 『New History Textbook』 passed the official approval in 1997. Active self-criticism of Korean nationalism is triggered as Korean historians argue that criticizing Japan's nationalist history and criticizing Korea's national history and textbooks are overlapping. This is also influenced by Jie-Hyun Lim, who wrote 『Nationalism is treason』 and criticized nationalism early on. Later, through the magazine 『Dangdaebipyeong』, he actively introduced criticism of nationalism in Japan, and by launching the <East Asian Historical Forum for Criticism and Solidarity> he began full-fledged academic exchange between Japanese and Korean intellectuals to criticize nationalism. This paper analyzes the discussions on the critique of nationalism between Korea and Japan through he pages of the journal and academic exchanges, and examines how the exchanges of intellectuals at the time, criticizing nationalism, formed a complex relationship with their own national identity.

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Ben-Rafael Galanti, Sigal, Paz Carmel et Alon Levkowitz. « Innovations in Israel’s Civics Textbooks ». Israel Studies Review 35, n^o 3 (1 décembre 2020) : 52–71. http://dx.doi.org/10.3167/isr.2020.350304.

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Classic Western democracies (those of Western Europe and the Anglophone world) view the teaching of civics as a policy instrument through which liberal values, democracy, and even globalization are introduced to future citizens, thus expecting to assure the persistence of democracy. In present-day democracies in general, and mainly in non-Western democracies, however, civics assumes other forms, including the study of nationalism. This article analyzes innovations in the teaching of civics in Israel by examining the changes in school textbooks that accompany changing national leaderships. We highlight the current Israeli high school civics textbook, written under a significantly rightist-religious government. Assuming that civics textbooks express the political credo of ruling elites, our findings suggest similarities between trends in Israel and non-Western democracies, hinting at the fragility of democratization in general and chiefly outside the West.

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Ben-Rafael Galanti, Sigal, Paz Carmel et Alon Levkowitz. « Innovations in Israel’s Civics Textbooks ». Israel Studies Review 35, n^o 3 (1 décembre 2020) : 52–71. http://dx.doi.org/10.3167/isr.2020.350304.

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Classic Western democracies (those of Western Europe and the Anglophone world) view the teaching of civics as a policy instrument through which liberal values, democracy, and even globalization are introduced to future citizens, thus expecting to assure the persistence of democracy. In present-day democracies in general, and mainly in non-Western democracies, however, civics assumes other forms, including the study of nationalism. This article analyzes innovations in the teaching of civics in Israel by examining the changes in school textbooks that accompany changing national leaderships. We highlight the current Israeli high school civics textbook, written under a significantly rightist-religious government. Assuming that civics textbooks express the political credo of ruling elites, our findings suggest similarities between trends in Israel and non-Western democracies, hinting at the fragility of democratization in general and chiefly outside the West.

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STJEPANOVIC, DEJAN. « NATIONALISM AND DEMOCRACY : POST-AUTHORITARIAN SERBIA AND GREECE ». Southeastern Europe 32, n^o 1 (2007) : 129–40. http://dx.doi.org/10.1163/187633307x00084.

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Abstract Summary: The article analyses post-authoritarian societies of Serbia and Greece in reference to nationalism and the process of democratization. It is a study of the post-dictatorial Greek and Serbian societies in the periods following the end of the Junta and Milosevic's rules. The comparison of these two cases identifies legacy and elements of continuity of the past regimes as features detrimental to the democratization process. The article discusses the inextricable link between the types of "revolutions" or regime changes, where a significant segment of power remained in the hands of the old regimes' structures, which resulted in the creation of somewhat truncated democracies. Failed military ventures and national projects as crucial factors in the development of these post-authoritarian societies are analyzed as well. The case studies of Greece and Serbia and their transitions to democracy, which the article deals with, contribute to better understanding of democratization models and their successful implementation.

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Korostelina, Karina. « War of textbooks : History education in Russia and Ukraine ». Communist and Post-Communist Studies 43, n^o 2 (7 mai 2010) : 129–37. http://dx.doi.org/10.1016/j.postcomstud.2010.03.004.

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Many scholars stress that teaching about the shared past plays a major role in the formation of national, ethnic, religious, and regional identities, in addition to influencing intergroup perceptions and relations. Through the analysis of historic narratives in history textbooks this paper shows how the governments of the Russian Federation and Ukraine uses state controlled history education to define their national identity and to present themselves in relations to each other. For example, history education in Ukraine portrays Russia as oppressive and aggressive enemy and emphasizes the idea of own victimhood as a core of national identity. History education in the Russian Federation condemns Ukrainian nationalism and proclaims commonality and unity of history and culture with Russian dominance over “younger brother, Ukraine”. An exploration of the mechanisms that state-controlled history education employs to define social identities in secondary school textbooks can provide an early warning of potential problems being created between the two states.

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Sakka, Vassiliki. « Review of Harris Athanasiades', Τα αποσυρθέντα βιβλία : Έθνος και σχολική Ιστορία στην Ελλάδα, 1858-2008 [The withdrawn textbooks : nation and school history in Greece, 1858–2008] ». Historein 16, n^o 1-2 (30 juin 2017) : 215. http://dx.doi.org/10.12681/historein.9164.

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Harris Athanasiades. Τα αποσυρθέντα βιβλία: Έθνος και σχολική Ιστορία στην Ελλάδα, 1858-2008 [The withdrawn textbooks: nation and school history in Greece, 1858–2008]. Athens: Alexandreia, 2015. 295 pp.

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Delcea, Sergiu. « The politics of writing history ». Politikon : The IAPSS Journal of Political Science 22 (15 avril 2014) : 45–55. http://dx.doi.org/10.22151/politikon.22.5.

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After exhibiting one of the "hottest" instances of ethno-national related violence in all post-socialist transitions, early 90s Romanian society seemed to have "cooled" down in terms identitarian conflicts, hence making it even more surprising why an apparently small-scale debate concerning history textbooks quickly spiraled to the point of becoming a fully-fledged public scandal against a Government dubbed as "Anti-Romanian". The aim of this paper is thus to contribute to the overarching research question: Why did nationalism remain such a powerful force despite the fall of the Ceausescu regime? To provide a comprehensive answer the article looks at two, tightly interwoven, sides of cultural reproduction: the politics of history-teaching in Romanian high-schools and its more general background -historians' debates on nationalism. The conclusion reached through this analysis is that a conservation of ethno-centered nationalistic thinking about history was generated by a distorted understanding of professionalization of history qua science.

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Ploumidis, Spyridon. « ‘Peasantist nationalism’ in inter-war Greece (1927–41) ». Byzantine and Modern Greek Studies 37, n^o 1 (28 février 2013) : 111–29. http://dx.doi.org/10.1179/0307013112z.00000000022.

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Gaul, Anne. « Security, Sovereignty, Patriotism—Sinhalese Nationalism and the State in Sri Lankan History Textbooks ». Ethnopolitics 16, n^o 2 (12 mai 2015) : 161–78. http://dx.doi.org/10.1080/17449057.2015.1041834.

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Kamusella, Tomasz. « School History Atlases as Instruments of Nation-State Making and Maintenance ». Journal of Educational Media, Memory, and Society 2, n^o 1 (1 mars 2010) : 113–38. http://dx.doi.org/10.3167/jemms.2010.020107.

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School history atlases are used almost exclusively as required textbooks in Central and Eastern Europe, where the model of the ethnolinguistic nation-state rules supreme. My hypothesis is that these atlases are used in this region because a graphic presentation of the past makes it possible for students to grasp the idea of the presumably "natural" or "inescapable" overlapping of historical, linguistic, and demographic borders, the striving for which produced the present-day ethnolinguistic nation-states. Conversely, school history atlases provide a framework to indoctrinate the student with the beliefs that ethnolinguistic nationalism is the sole correct kind of nationalism, and that the neighboring polities have time and again unjustly denied the "true and natural" frontiers to the student's nation-state.

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Cajani, Luigi. « The Image of Italian Colonialism in Italian History Textbooks for Secondary Schools ». Journal of Educational Media, Memory, and Society 5, n^o 1 (1 mars 2013) : 72–89. http://dx.doi.org/10.3167/jemms.2013.050105.

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This article reconstructs the evolution of the representation of Italian colonialism in history textbooks for upper secondary schools from the Fascist era to the present day. Textbook analysis is conducted here in parallel with the development of Italian historiography, with special attention being paid to the myth of the "good Italian", incapable of war crimes and violence against civilians, that has been cherished by Italian public opinion for a long time. Italian historians have thoroughly reconstructed the crimes perpetrated by the Italian army both in the colonies and in Yugoslavia and Greece during the Second World War, and this issue has slowly entered history textbooks.

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McInnis, Edward. « The Antebellum American Textbook Authors' Populist History of Roman Land Reform and the Gracchi Brothers ». Journal of Educational Media, Memory, and Society 7, n^o 1 (1 mars 2015) : 25–50. http://dx.doi.org/10.3167/jemms.2015.070102.

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This essay explores social and political values conveyed by nineteenth century world and universal history textbooks in relation to the antebellum era. These textbooks focused on the histories of ancient Greece and Rome rather than on histories of the United States. I argue that after 1830 these textbooks reinforced both the US land reform and the antislavery movement by creating favorable depictions of Tiberius and Caius Gracchus. Tiberius and Caius Gracchus (known as the “Gracchi”) were two Roman tribunes who sought to restore Rome's land laws, which granted public land to propertyless citizens despite opposition from other Roman aristocrats. The textbook authors' portrayal of the Gracchan reforms reflects a populist element in antebellum American education because these narratives suggest that there is a connection between social inequality and the decline of republicanism.

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LeMahieu, D. L., et F. Rosen. « Bentham, Byron, and Greece : Constitutionalism, Nationalism, and Early Liberal Political Thought. » American Historical Review 98, n^o 5 (décembre 1993) : 1607. http://dx.doi.org/10.2307/2167128.

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Gekas, Sakis. « Evdoxios Doxiadis. State, Nationalism, and the Jewish Communities of Modern Greece. » American Historical Review 125, n^o 4 (octobre 2020) : 1554–55. http://dx.doi.org/10.1093/ahr/rhz777.

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Patil, Swarali. « Hegemonic Past : Exclusion of Subaltern Histories in NCERT Textbooks ». ANTYAJAA : Indian Journal of Women and Social Change 5, n^o 1 (24 avril 2020) : 9–21. http://dx.doi.org/10.1177/2455632719880622.

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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 sources that are used to write history. In this article I will analyze VIII standard NCERT history textbooks in India (Central level Government textbooks) through caste and gender lenses. In 2005 the theme of NCERT History textbooks changed from ‘our past’ (singular) to ‘our pasts’ (plural). However, this change does not reflect in the content of the textbook. I am using content analysis as a method to analyze pictures and texts. I will also try to contextualize the text within time and space. The exclusion and inclusion of history in the textbooks depends on the contemporary caste, patriarchal hegemony in our society. The dominant mainstream history has become part of these textbooks, but subaltern history is excluded from it. In this article I will also talk about the Dalit histories, Dalit women histories and tribal histories which are silenced as ‘other’ and remained part of counterculture but did not become part of these mainstream textbooks. In the later part of the article, I will try to look in what way the histories are altered to fit in a particular framework especially the histories of subalterns. At the end I will focus on how textbooks always build the idea of hegemonic nation and nationalism in students mind. Therefore, through this article I will analyze the ways through which the ‘other’ is being silenced in history textbooks.

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Iliadis, Christos. « Nationalism and Minorities in the Ottoman Balkans : Greek Discourses on the Eastern Crisis (1875–1878) ». Historical Review/La Revue Historique 15, n^o 1 (20 mai 2019) : 210. http://dx.doi.org/10.12681/hr.20450.

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This article focuses on how the Eastern Crisis of 1875–1878 and the Slavic revolts were interpreted in Greece, given its national aspirations and its relationship with the Orthodox people of the Balkans. The analysis draws on the Athenian press and parliamentary minutes of the time, and rather than focusing on the diplomatic developments follows instead the social discourses on and dominant interpretations of the Slavs and Bulgarians after the Balkan uprisings as well as the dilemmas faced by Greece. It explores a moment in the discursive shift, which introduced an ethno-racial language within the Greek kingdom that began to replace the portrayal of Hellenism as an ecumenical ideology with one of a more exclusive and nationalistic character. It thus shows how the events sharpened the division between Hellenism and Slavism.

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BOŠKOV, SVETOZAR. « ALEXANDER THE GREAT IN 19th CENTURY SERBIAN HISTORY TEXTBOOKS ». ISTRAŽIVANJA, Јournal of Historical Researches, n^o 32 (3 décembre 2021) : 144–61. http://dx.doi.org/10.19090/i.2021.32.144-161.

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Alexander the Great (356 B.C – 323 B.C) has gone down in history as one of the greatest conquerors of Antiquity. By the time he was 30, he had conquered most of the known world. The territory under his control lay from Greece in the west, southward through Egypt and eastward to India. His military successes made him an inspiration to many writers of his time and later. Since his life span corresponds to the era that today we call Hellenism, he is mentioned in all the educational systems of Europe. From their first appearance on this continent, school books have alluded to Alexander and his conquests. The first history textbooks in the Serbian language emerged in Serbia in the mid-19th century and they, too, included Alexander the Great. In this paper, we shall show how the history of Alexander was taught at the time and how his feats influenced generations of Serbian children educated at the first schools founded in the areas of the Habsburg Empire that they inhabited.

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HINO, NOBUYUKI. « Nationalism and English as an international language : the history of English textbooks in Japan ». World Englishes 7, n^o 3 (novembre 1988) : 309–14. http://dx.doi.org/10.1111/j.1467-971x.1988.tb00240.x.

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Koumaridis, Yorgos. « Urban Transformation and De-Ottomanization in Greece ». East Central Europe 33, n^o 1-2 (2006) : 213–41. http://dx.doi.org/10.1163/187633006x00114.

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AbstractThis article examines the ways in which nationalism transformed Greek urban space during the nineteenth and early twentieth centuries. Through urban planning, architecture, archaeology, the destruction of Ottoman material remains and the promotion of Ancient Greek and (later) Byzantine heritage, urban space was gradually hellenized and cleansed of its Ottoman past. Specific examples, including the case of Thessaloniki, where the strong Ottoman character of the city was gradually effaced, are examined so as to outline the aims and the patterns of this transformation.

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Vallianos, Pericles. « The Ways of the Nation : Messianic and Universalist Nationalism 161 in Renieris, Zambelios and Paparrigopoulos ». Historical Review/La Revue Historique 15, n^o 1 (20 mai 2019) : 161. http://dx.doi.org/10.12681/hr.20448.

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The vital cultural project during the nineteenth century was the formation of an authoritative version of the national consciousness that serve to homogenise the disparate populations of newly independent Greece. Three towering intellectuals led the way in this process: Markos Renieris, Spyridon Zambelios and Konstantinos Paparrigopoulos. All three adhered to the since dominant theory of the historical continuity of the Greek nation from prehistoric times to the present but held sharply different views concerning the role of Greece in the modern world. Renieris stressed the European vocation of today’s Hellenic culture, given that the foundations of European civilisation were initially Hellenic as well. Zambelios put forward an anti-Western view of the nation’s destiny, tinged with theological fanaticism and a mystical historicism. Paparrigopoulos was the consummate historian who emphasised the links between the Greek present and the past, chiefly through the medium of language, but without hiding the sharp discontinuitiesbetween historical periods.

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Wien, Peter. « PREFACE : RELOCATING ARAB NATIONALISM ». International Journal of Middle East Studies 43, n^o 2 (8 avril 2011) : 203–4. http://dx.doi.org/10.1017/s002074381100002x.

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“Relocating Arab Nationalism” locates various representations of nationalism in the Arab world in new and hitherto neglected contexts. The project was first conceived in a conversation among some of the contributing authors about the validity of nationalism as a research topic in a seemingly postnationalist period in the Middle East. This conversation turned into a panel at the 2007 MESA conference in Montreal as an attempt to contribute to a further shift of perspective in the study of Arab nationalism away from the realm of theory and politics toward that of cultural history. The articles in this volume therefore trace the contours of multiple imaginary Pan-Arab spaces between the Atlantic Ocean and the Tigris river, inquiring into the movements of people, terms, and ideas between physical locations and in time. The space is imagined but experienced; the people who moved in it were sometimes excited about its promises and sometimes disappointed about its corruption and containment. Such experiences are the focal points of the articles. They ask whether and in what ways a virtual Pan-Arab community transcending the borders of nation–states ever existed. They also present the multitude of national narratives that were at work—and more often than not in conflict—inside the boundaries of nation–states. The authors do not see Arab nationalism as first and foremost a political agenda of unification and cooperation but rather focus on the roots, establishment, and evolution of imaginative, symbolic, or “lived” ties between people(s) who claimed to belong to an Arab national community, or tried to claim space for dissident minorities through counterhegemonic narratives. Case studies from Algerian, Moroccan, Syro-Palestinian, and Iraqi contexts from the interwar to the postindependence periods investigate the ways these ties of community were established beyond the rhetoric of textbooks and political speeches.

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Martynov, A. I. « Archeology : University Textbook and Science (to the 45th Anniversary of the Publication of the Textbook : Martynov A. I. Archeology of the USSR . Moscow, 1973) ». Bulletin of Kemerovo State University 21, n^o 4 (31 décembre 2019) : 940–47. http://dx.doi.org/10.21603/2078-8975-2019-21-4-940-947.

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The paper features the interaction of archaeological science and textbooks on archeology. It successively examines the history of textbooks on archeology in Russia published for higher education institutions of history, from the XIX century to the present. The author stresses the importance of textbooks in the formation and development of archeology as one of the main subjects of university historical education. Archeology and its textbooks play a key role in the reconstruction of important historical events of the three million years of human history, especially in cases when archaeological materials are the only source. Archeology discovered civilizations of the Ancient East, e.g. China, India, Iran, as well as Archaic Greece and ancient Rome. The paper states the significance of the archaeological heritage of Russia. Since 1970s, only two universities in Russia, Lomonosov Moscow State University and Kemerovo State University (Department of Archeology), have been publishing university textbooks on archeology to be used in universities nationwide. The list involves nine publications prepared by Kemerovo State University. These textbooks are unique from the point of view of the content and methodology of the presentation. The article focuses on the interaction of archaeological science and university textbooks. This concerns the explanation of global historical events, e.g. the early colonization of Eurasia, ethnogenesis in the Middle Paleolithic Era, human migration to America in the Upper Paleolithic, the formation of cultural in the early Holocene, revolution of the producing economy in the Paleometallic Era, etc. The author describes the effect of archeological textbooks on the formation of the conceptual foundations of modern archeology as a historical science. The section "One History – Two Sciences" features the shortcomings of modern Russian historical science, in particular, the lack of alternative to the concept of formational explanation of history in school and university textbooks. History is currently being demonstrated exclusively as a social-class development process, which makes it impossible to understand the role of the fundamental foundations of historical development, as well as the role of discoveries, innovations, achievements in the field of material culture and productive economy. As a result, the human achievements of the past, which are indicated in archeology textbooks, do not find proper application in explaining the historical processes in Russia and Eurasia in modern history textbooks.

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McCord, Edward A. « Warlords against Warlordism : The Politics of Anti-Militarism in Early Twentieth-Century China ». Modern Asian Studies 30, n^o 4 (octobre 1996) : 795–827. http://dx.doi.org/10.1017/s0026749x00016802.

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In a recent article published in theJournal of Military History, Arthur Waldron noted that war in Chinese history has been ‘treated at best as a largely unexamined context’. One has only to look at the cursory treatment given by most textbooks to the incessant civil wars of China's ‘warlord’ period (usually dated from 1916 to 1926) to see the truth of this statement. In the above article, Waldron seeks to remedy some of this neglect by pointing out the important relationship in this period between war and the course of modern Chinese nationalism. Although less ambitious, this article also seeks to explore a more specific, yet also largely unexamined, aspect of this relationship, namely the emergence of anti-militarism, or more specifically anti-warlordism, as a defining theme in modern Chinese nationalism.

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Mason, David. « Tormented by History : Nationalism in Greece and Turkey : Umut Özkirimli and Spyros A. Sofos ». Digest of Middle East Studies 17, n^o 2 (octobre 2008) : 174–75. http://dx.doi.org/10.1111/j.1949-3606.2008.tb00272.x.

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Roudometof, Victor. « Nationalism and Identity Politics in the Balkans : Greece and the Macedonian Question ». Journal of Modern Greek Studies 14, n^o 2 (1996) : 253–301. http://dx.doi.org/10.1353/mgs.1996.0026.

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Benveniste, Henriette-Rika. « State, Nationalism, and the Jewish Communities of Modern Greece by Evdoxios Doxiadis ». Journal of Modern Greek Studies 37, n^o 2 (2019) : 425–28. http://dx.doi.org/10.1353/mgs.2019.0023.

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Kaviani, Khodadad (Khodi). « Theocratic Education : Understanding the Islamic Republic of Iran by Analyzing Its Textbooks ». Social Studies Research and Practice 1, n^o 3 (1 novembre 2006) : 374–93. http://dx.doi.org/10.1108/ssrp-03-2006-b0007.

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On February 11, 1979, the monarchy rule in Iran was replaced by an Islamic theocracy, and the new government revised textbooks to promote a new identity based on Shia Islam and the Iranian nationalism. Because textbooks are used throughout the world to create national identities and are of interest to educators, an analysis of texts can provide insights into how a nation views itself, others, and its place in the world. Using discourse analysis, this study analyzes an eighth-grade history textbook used in the Islamic Republic of Iran in 2004 to understand the role of Khomeini vis-à-vis the Shah and how the regime’s adversaries are depicted. Concepts of grievance and framing are used to analyze the textbook.

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de Baets, Antoon. « La Creation de L’image des Cultures Non-Occidentales ». Afrika Focus 4, n^o 3-4 (15 janvier 1988) : 89–100. http://dx.doi.org/10.1163/2031356x-0040304002.

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Images of Non-Western Cultures. The influence of history textbooks on public opinion in Dutch-speaking Belgium 1945-1984. This Ph.D. study tries to answer the question “Do history textbooks have an impact on people’s ideas about other cultures?”, by comparing the contents of a large sample of influential history textbooks and curricula (covering 1945-1984) with the results of a wide array of public opinion surveys about the Third World and immigrants (covering 1949-1987). The theoretical part reviews ethnocentrism, cultural relativism and racism as dimensions of cultural images, focuses attention on the phenomenon and mechanism of influence, and assesses the place of the textbook in the complex network of factors acting upon youngsters and adults, inside and outside the school. The methodological part discusses the value of the two sources (relevance, validity and reliability of surveys; availability and use of history textbooks; comparability of both). Universes of both sources are constructed and samples drawn from them. These samples are analysed with mutually attuned question batteries. The double empirical analysis leads to two series of conclusions and trends that are compared with each other. Five parallel trends are found in textbooks and surveys (dominant but decreasing ethnocentrism; decreasing nationalism; absence of racism; poor awareness of other cultures; social-evolutionist thinking). They coincide in time, while, for textbooks to have influence, trends there should precede these in the public. Four other trends only partially coincide, or diverge. In the case of still two other trends, mutual influence could be plausibly postulated. In globo, no firm evidence was found for the thesis that history textbooks autonomously influence the public. It rather is the general climate of opinion that, with years of delay, acts upon the textbook authors. The role of these authors, the immediate influences upon them (editors, curricula planners, academics, inspectors, teachers, parents and pupils), their biographies and their degree of representativeness vis-à-vis public opinion, are largely discussed. As a conclusion, the study argues that, by presenting cultural diversity more accurately, new history textbooks could become master cards in the construction of open and tolerant intercultural views and mentalities.

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Loizos, Peter. « The Empty Cradle of Democracy : Sex, Abortion, and Nationalism in Modern Greece (review) ». Journal of the History of Sexuality 14, n^o 3 (2005) : 339–44. http://dx.doi.org/10.1353/sex.2006.0025.

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Rohdewald, Stefan. « Citizenship, Ethnicity, History, Nation, Region, and the Prespa Agreement of June 2018 between Macedonia and Greece ». Südosteuropa 66, n^o 4 (19 décembre 2018) : 577–93. http://dx.doi.org/10.1515/soeu-2018-0042.

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Abstract The agreement reached at Lake Prespa on 17 June 2018 between Greece and Macedonia should be welcomed, insofar as it promises to end the Greek blockade—in any case unnecessary—of Macedonia’s accession to the European Union and to NATO. Yet conceptually, the author argues, the agreement’s text is explosive, having been crafted to fundamentally confirm and consolidate a radical ‘otherness’ of the two parties involved (that is, Greece and Macedonia), encompassing their populations and histories. Any expert tasked with supervising the re-writing of history textbooks in the spirit of this agreement, as stipulated therein, will quickly find it impossible to reconcile the definitions and concepts put forth there with the methodological and theoretical knowledge about the need to de-essentialize and de-construct ‘ethnicity’, ‘history’, ‘culture’, ‘nation’, etc. This knowledge has been the basic standard in international scholarly debates over at least the last thirty years.

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HERACLIDES, ALEXIS. « Tormented by History : Nationalism in Greece and Turkey by Umut Özkirimli & ; Spyros A. Sofos ». Nations and Nationalism 15, n^o 3 (juillet 2009) : 546–48. http://dx.doi.org/10.1111/j.1469-8129.2009.00415_1.x.

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Çayir, Kenan. « Preparing Turkey for the European Union : Nationalism, National Identity and ‘Otherness’ in Turkey's New Textbooks ». Journal of Intercultural Studies 30, n^o 1 (février 2009) : 39–55. http://dx.doi.org/10.1080/07256860802579436.

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Anderson, Robert. « University History Teaching, National Identity and Unionism in Scotland, 1862–1914 ». Scottish Historical Review 91, n^o 1 (avril 2012) : 1–41. http://dx.doi.org/10.3366/shr.2012.0070.

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In the nineteenth century nationalism and historiography were closely linked, and the absence of separatist nationalism in Scotland had consequences for academic history. This article looks at the content of university history teaching, using sources such as lecture notes, textbooks, and inaugural lectures. The nature of the Scottish curriculum made the Ordinary survey courses more significant than specialised Honours teaching. While chairs of general history were founded only in the 1890s, the teaching of constitutional history in law faculties from the 1860s transmitted an older tradition of whig constitutionalism, based partly on the idea of racial affinity between the English and Scots, which was reinforced by the influence of the English historians Stubbs and Seeley. Academic historians shared contemporary views of history as an evolutionary science, which stressed long-term development and allowed the Union to be presented in teleological terms. Their courses incorporated significant elements of Scottish history. Chairs of Scottish history were founded at Edinburgh in 1901 and Glasgow in 1913, but their holders shared the general unionist orientation. By 1914, therefore, university history courses embodied a distinctive Scoto-British historiography, which was a significant factor in the formation of British identity among the Scottish middle classes; there were many European parallels to this state-oriented form of national history.

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