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

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Description

Capitalizing on the current movement in history education to nurture a set of shared methodologies and perspectives, this text looks to break down some of the obstacles to transnational understanding in history, focusing on pedagogy to embed democratic principles of inclusion, inquiry, multiple interpretations and freedom of expression. Four themes which are influencing the broadening of history education to a globalized community of practice run throughout Teaching History and the Changing Nation State: pedagogy, democracy and dialogue the nation politics and transnational dimensions landmarks with questions shared histories, shared commemorations and re-evaluating past denials The contributors use the same pedagogical language in a global debate about history teaching and learning to break down barriers to search for shared histories and mutual understanding. They explore contemporary topics, including The Gallipoli Campaign in World War I, transformative approaches to a school history curriculum and the nature of federation.

Reviews

The audience for the book will no doubt be a broad one consisting of history teachers and teacher educators as well as those connected and interested in history and comparative education more generally ... It is a thoughtful, rich and constructive collection which makes a strong case for reconsidering the persistence of nationstate approaches to the teaching of history and offers new and interesting ways in which this might be done. * Compare: A Journal of Comparative and International Education *
This is an important and timely collection, which will allow the engagement with how "history" is, and has been, used in a range of different national contexts. The themes of shared histories, commemorations and ideas of the nation and transnational questions are explored in a very wide and attractive range of places the UK and the USA, Brazil, Portugal, Australia and Palestine. How these different issues have been embedded in teaching practices and then connect to issues of public debate are explored and analysed. The idea of "landmarks with questions" connects the national need for narratives, with the more sensitive matter of denial and contemporary use there are valuable discussions for example of Gallipoli, Rwanda and the post-colonial challenges in the UK, Spain and the Ukraine. The collection will, without doubt become the standard for engaging with the ever pressing and important debates about the role of history in the public sphere today. Every historian whether teaching at school level, university or part of the general public will benefit from exploring and reflecting upon the arguments and example. A book very much for our times. * Justin Champion, Professor of the Early Modern History of Ideas, Royal Holloway, UK *

Author Bio

Robert Guyver is Adjunct Associate Professor in the Faculty of Education at the University of Tasmania, Australia.