Menu
Home
Log in / Register
 
Home arrow History arrow Palgrave Handbook of Research in Historical Culture and Education
Source

References

Ait-Mehdi, H. (2012). Teaching the History of Colonization and Decolonization in France: A Shared History or to Each Their Own? Prospects, 42, 191-203.

Aldrich, R. (1988). Imperialism in the Study and Teaching of School History. In J. A. Mangan (Ed.), Benefits Bestowed? Education and British Imperialism (pp. 23-38). Manchester, UK: Manchester University Press.

Aldrich, R. (2006). Colonial Past, Post-Colonial Present: History wars French Style. History Australia, 3(1), 14.1-14.10.

Algarra, E. J. D. (2013). Citizenship Education and Historical Memory: Review of Patriotism in Japanese Schools. European Scientific Journal, 2, 309-317.

Andrews, R., McGlynn, C., & Mycock, A. (2009). Students’ Attitudes Towards History: Does Self-Identity Matter? Educational Research, 51(3), 365-377.

Arthur, J., Davies, I., Wrenn, A., Haydn, T., & Kerr, D. (2001). Citizenship Through Secondary History. London, UK: Routledge-Falmer.

Assmann, A. (2006). Memory, Individual and Collective. In R. E. Goodin & C. Tilly (Eds.), The Oxford Handbook ofContextual Political Analysis (pp. 210-226). Oxford: Oxford University Press.

Assmann, A. (2015). Memories of Post-Imperial Nations. In D. Rothermund (Ed.), Memories of Post-Imperial Nations: The Aftermath of Decolonization, 1945-2013 (pp. 171-180). Cambridge: Cambridge University Press.

Ballantyne, T. (2010). The Changing Shape of the Modern British Empire and its Historiography. The Historical Journal, 53, 429-452.

Beal, T., Nozaki, Y., & Yang, J. (2001). Ghosts of the Past: The Japanese History Textbook Controversy. New Zealand Journal of Asian Studies, 3(2), 177-188.

Berger, S., & Lorenz, C. (2006). National Narratives and Their “Others”: Ethnicity, Class, Religion and the Gendering of National Histories. In S. Berger & A. Mycock (Eds.), Storia della Storiografia, 50, 59-98.

Bessinger, M. (2008). The Persistence of Empire in Eurasia. NewsNet, 48(1), 1-8.

Bijl, P. (2012). Colonial Memory and Forgetting in the Netherlands and Indonesia. Journal of Genocide Research, 14(3-4), 441-461.

Blainey, G. (1993). Drawing up a Balance Sheet of our History. Quadrant, 37, 10-15.

Bukh, A. (2007). Japan’s History Textbooks Debate: National Identity in Narratives of Victimhood and Victimization. Asian Survey, 47(5), 683-704.

Cajani, L. (2013). The Image of Italian Colonialism in Italian History Textbooks for Secondary Schools. Journal ofEducationalMedia, Memory, and Society, 5(1), 72-89.

Carretero, M., Jacott, L., & Lopez Manjon, L. (2002). Learning History Through Textbooks: Are Mexican and Spanish Students Taught the Same Story? learning and Instruction, 12, 651-665.

Christou, M. (2007). The Language of Patriotism: Sacred History and Dangerous Memories. British Journal of Sociology of Education, 28(6), 709-722.

Clark, A. (2006). Teaching the Nation: Politics and Pedagogy in Australian History. Melbourne: Melbourne University Press.

Clark, A. (2007). Coalition of the Uncertain: Classroom Responses to Debates about History Teaching. History Australia, 4(1), 12.1-12.12.

Conklin, A. L. (2000). Boundaries Unbound: Teaching French History as Colonial History and Colonial History as French History. French Historical Studies, 23(2), 215-238.

Cooper, F. (2005). Colonialism in Question: Theory, Knowledge, History. Berkeley, CA: University of California Press.

De Michele, G. (2011). A Beautiful Moment of Bravery and Hard Work’: Italian Colonialism in Post-1945 History High School Textbooks. Modern Italy, 16(2), 105-120.

Dierkes, J. (2005). The Decline and Rise of the Nation in German History Education. In H. Schissler & Y. Soysal (Eds.), The Nation, Europe and the World: Textbooks and Curricula in Transition (pp. 82-103). New York, NY: Berghahn Books.

Dubois, L. (2000). La republique metissee: Citizenship, Colonialism, and the Borders of French History. Cultural Studies, 14(1), 15-34.

Dwyer, P. (2008). Remembering and Forgetting in Contemporary France: Napoleon, Slavery, and the French History Wars. French Politics, Culture and Society, 26(3), 110-122.

Evans, R. (2011). The Wonderfullness of Us. London Review of Books, 33(6), 9-12.

Gilroy, P. (2004). After Empire: Melancholia or Convivial Culture? London: Routledge.

Ghosh, D. (2012). Another Set of Imperial Turns? The American Historical Review, 117(3), 772-793.

Goddeeris, I. (2015). Postcolonial Belgium. Interventions: International Journal of Postcolonial Studies, 17(3), 434-451.

Grever, M., Haydn, T., & Ribbens, K. (2008). Identity and School History: The Perspective of Young People from the Netherlands and England. British Journal of Educational Studies, 55(1), 1-19.

Grindel, S. (2013). The End of Empire: Colonial Heritage and the Politics of Memory in Britain. Journal of Educational Media, Memory and Society, 5(1), 33-49.

Guyver, R. (2014). Michael Gove’s History wars 2010-2014: The Rise, Fall and Transformation of a Neoconservative Dream. Agora, 49(4), 4-11.

Halbwachs, M. (1992). On Collective Memory. Chicago, IL: University of Chicago Press.

Hargreaves, A. G. (2005). Introduction. In A. Hargreaves (Ed.), Memory, Empire and Postcolonialism (pp. 1-8). Lanham, MD: Oxford.

Haydn, T. (2004). History. In J. White (Ed.), Rethinking the School Curriculum: Values, Aims and Purposes (pp. 87-103). Abingdon: Routledge Falmer.

Haydn, T. (2012). “Longing for the Past.” Politicians and the History Curriculum in English Schools, 1988-2010. Journal of Education, Media and Society, 4(1), 7-25.

Haydn, T. (2014). How and What Should We Teach About the British Empire in English Schools? In Handbook of the International Society of History Didactics (pp. 23-40). Schwalbach: Wochenschau Verlag.

Heathorn, S. (1995). “Let Us Remember that We, Too, are English”: Constructions of Citizenship and National Identity in English Elementary School Reading Books, 1880-1914. Victorian Studies, 38(3), 395-427.

Howe, S. (2009). Promoting and Explaining ‘New Imperial History’. In S. Howe (Ed.), The New Imperial Histories Reader (pp. 1-20). London: Routledge.

Korostelina, K. (2011). Shaping Unpredictable Past: National Identity and History Education in Ukraine. National Identities, 23(1), 1-16.

Kumar, K. (2000). Nation and Empire: English and British National Identity in Comparative Perspective. Theory and Society, 29(1), 575-608.

Langenbacher, E. (2010). Still the Unmasterable Past? The Impact of History and Memory in the Federal Republic of Germany. German Politics, 29(1), 24-40.

Lassig, S., & Pohl, K. H. (2009). History Textbooks and Historical Scholarship in Germany. History Workshop Journal, 67, 125-139.

Leone, G., & Mastrovito, T. (2010). Learning About our Shameful Past: A SocioPsychological Analysis of Present-Day Historical Narratives of Italian Colonial Wars. International Journal of Conflict and Violence, 4(1), 11-27.

Levesque, S. (2005). In Search of the Purpose of School History. Journal ofCurriculum Studies, 37(3), 349-358.

Linan, M. V. (2010). History as a Propaganda Tool in Putin’s Russia. Communist and Post Communist Studies, 43, 167-178.

Mycock, A. (2009). The Enduring Legacy of Empire: Post-Imperial Citizenship and National Identity(ies) in the UK. In M. Dimova-Cookson & P. M. R. Stirk (Eds.), Multiculturalism and Moral Conflict (pp. 170-191). London: Routledge.

Mycock, A. (2010). British Citizenship and the Legacy of Empires. Parliamentary Affairs, 63(2), 339-355.

Mycock, A. (2013). A Very English affair? Defining the Borders of Empire in Nineteenth Century British Historiography. In H. Dunthorne & M. Wintle (Eds.), The Historical Imagination in Nineteenth-Century Britain and the Low Countries (pp. 45-66). Leiden: Brill.

Noiriel, G. (1988). Le creusetFrangais: Histoire de l’immigrationXlXe-XXesiecles [The French Melting Pot: History of Nineteenth and Twentieth Century Immigration]. Paris: Edition du Seuil.

Nora, P. (2011). Recent History and the New Dangers of Politicization. Eurozine. Retrieved November 24, 2011, from http://www.eurozine.com/articles/2011- 11-24-nora-en.html

Nozaki, Y. (2008). War Memory, Nationalism, and Education in Postwar Japan, 1945-2007: the Japanese History Textbook Controversy and Ienaga Saburo’s Court Challenges. New York, NY: Routledge.

Phillips, R. (1999). History Teaching, Nationhood and Politics in England and Wales in the late Twentieth Century: A Historical Comparison. History of Education, 28(3), 351-363.

Pinkus, K. (2003). Empty Spaces: Decolonisation in Italy. In P. Palumbo (Ed.), Africa in Italian Colonial Culture from Post-Unification to the Present (pp. 299-320). Berkeley, CA: University of California Press.

Oostindie, G. (2015). Post-Colonial Migrations and the Remembrance of Colonialism in the Netherlands. In D. Rothermund (Ed.), Memories of Post-Imperial Nations: The Aftermath of Decolonization, 1945-2013 (pp. 38-57). Cambridge: Cambridge University Press.

Rothermund, D. (2015). Introduction. In D. Rothermund (Ed.), Memories of PostImperial Nations: The Aftermath of Decolonization, 1945-2013 (pp. 1-17). Cambridge: Cambridge University Press.

Rusen, J. (2004). Historical Consciousness: Narrative Structure, Moral Function, and Ontogenetic Development. In P. Seixas (Ed.), Theorizing Historical Consciousness (pp. 63-85). Toronto: University of Toronto Press.

Rusen, J. (2007). Memory, History, and the Quest for the Future. In L. Cajani & A. Ross (Eds.), History Teaching, Identities and Citizenship (pp. 13-34). Stoke-on- Trent: Trentham Books.

Schilling, B. (2014). Postcolonial Germany: Memories ofEmpire in a Decolonized Nation. Oxford: Oxford University Press.

Semmet, S. (2012). Controversially and Consciousness: Contemporary History Education in Germany. In T. Taylor & R. Guyver (Eds.), History Wars and the Classroom: Global Perspectives (pp. 77-88). Charlotte, NC: Information Age Publishing.

Seixas, P. (2004). Introduction. In P. Seixas (Ed.), Theorizing Historical Consciousness (pp. 3-24). Toronto: University of Toronto Press.

Stoler, A. L. (2011). Colonial Aphasia: Race and Disabled Histories in France. Public Culture, 23(1), 121-156.

Taylor, T. (2012). Denial in the Classroom: Political Origins of the Japanese Textbook Controversy. In T. Taylor & R. Guyver (Eds.), History Wars and the Classroom: Global Perspectives (pp. 89-106). Charlotte, NC: Information Age Publishing.

Van den Braembussche, A. (2002). The Silence of Belgium: Taboo and Trauma in Belgian Memory. Yale French Studies, 102, 34-52.

Van Nieuwenhuyse, K. (2014). From Triumphalism to Amnesia. Belgian-Congolese (Post)Colonial History in Belgian Secondary History Education Curricula and Textbooks (1945-1989). Yearbook of the International Society of History Didactics, 35, 79-100.

Van Nieuwenhuyse, K. (2015). From Amnesia to Criticism: Belgian-Congolese (Post) Colonial History in Belgian Secondary History Education Curricula and Textbooks (1990-present). Yearbook of the International Society for History Didactics, 36, 1-20.

Vanhulle, B. (2009). The Path of History: Narrative Analysis of History Textbooks: A Case Study of Belgian History Textbooks (1945-2004). History of Education, 38(2), 263-282.

Vickers, E. (2014). Education, Politics and Sino-Japanese Relations: Reflections on a Three-Year Project on East Asian Images of Japan. Educational Studies in Japan: International Yearbook, 8, 129-142.

Waldman, A. (2009). The Politics of History Teaching in England and France During the 1980s. History Journal Workshop, 68(1), 199-221.

Weiner, M. (2014). (E)Racing Slavery: Racial Neoliberalism, Social Forgetting, and Scientific Colonialism in Dutch Primary School History Textbooks. Du Bois Review, 11(2), 329-351.

Windschuttle, K. (2007). The Nation and the Intellectual Left. New Criterion, 26, 15-22.

Wineburg, S. (2001). Historical Thinking and Other Unnatural acts: Charting the Future of Teaching the Past. Philadelphia, PA: Temple University Press.

Winter, J. (2006). Remembering War: The Great War Between Memory and History in the Twentieth Century. New Haven, CT: Yale University Press.

Worden, E. (2014). National Identity and Educational Reform: Contested Classroom. London, UK: Routledge.

Yeandle, P. (2008). Englishness in Retrospect: Rewriting the National Past for the Children of the English Working Classes, c. 1880-1919. Studies in Ethnicity and Nationalism, 6(2), 9-26.

Zajda, J. (2007). The New History School Textbooks in the Russian Federation: 1992-2004. Compare, 37(3), 291-306.

Zajda, J. (2012). Transforming Images of Nation-Building: Ideology and Nationalism in History School Textbooks in Putin’s Russia, 2001-2010. In T. Taylor & R. Guyver (Eds.), History Wars and the Classroom: Global Perspectives (pp. 125-142). Charlotte, NC: Information Age Publishing.

Zajda, J., & Zajda, R. (2003). The Politics of Rewriting History: New History Textbooks and Curriculum Materials in Russia. International Review of Education, 49(3-4), 363-384.

 
Source
Found a mistake? Please highlight the word and press Shift + Enter  
< Prev   CONTENTS   Next >
 
Subjects
Accounting
Business & Finance
Communication
Computer Science
Economics
Education
Engineering
Environment
Geography
Health
History
Language & Literature
Law
Management
Marketing
Mathematics
Political science
Philosophy
Psychology
Religion
Sociology
Travel