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Kolonialismus, Dekolonisierung, postkoloniale Perspektiven. Herausforderungen für die Didaktik der Geschichte und den Geschichtsunterricht im Kontext der Globalisierung

Yearbook 2014 of the International Society for History Didactics (ISHD), Board: S. Popp, A. Virta, O. Cardoso, M. Furrer, H. Haue, T. Haydn, Joanna Wojdon, editing manager of this issue: Ass. Prof. Dr. Joanna Wojdon, Uniwersytetu Wroclaw (Poland)

Kolonialismus, Dekolonisierung,  postkoloniale Perspektiven. Herausforderungen für die Didaktik der Geschichte und den Geschichtsunterricht im Kontext der Globalisierung

Über das Buch

Die historische Auseinandersetzung mit Kolonialismus und kolonialer Vergangenheit, mit Entkolonialisierung und Postkolonialismustheorien birgt erhebliche Herausforderungen für die Geschichtsdidaktik und den Geschichtsunterricht weltweit. Das Jahrbuch2014 der Internationalen Gesellschaft für Geschichtsdidaktik vergleicht die je unterschiedlichen nationalen Perspektiven auf den Gegenstand. Die Bandbreite reicht dabei vom „traditionellen“ Kolonialreich Großbritannien, über Nachzügler in der Kolonialpolitik, wie Deutschland, Belgien und Dänemark, bis hin zu Ländern (fast) ohne koloniale Vergangenheit, wie Griechenland, Polen und der Tschechoslowakei. Berücksichtigt werden dabei sowohl theoretische, als auch praktische Aspekte der Darstellung von Kolonialismus und Dekolonisierung und die ihnen jeweils zugrundliegenden geschichtsdidaktischen Forschungsansätze.

Zwar kann der Band kein abschließendes Modell des historischen Lehrens und Lernens von Kolonialismus und Postkolonialismus leisten, bietet dem Leser aber einen Überblick über die verschiedenen Ansätze – mit ihren Stärken und Schwächen – und insofern Orientierung in einem komplizierten historischen Feld. Nicht zuletzt verweisen die Beiträge stets auf das Bedingungsgefüge zwischen Geschichtsdidaktik, Geschichtsschreibung und Politik. Das Jahrbuch eröffnet damit neue Perspektiven  und Fragen und bildet damit einen Bezugspunkt für weitere geschichtsdidaktische Forschung zum Gegenstand.

Inhaltsübersicht

Vorwort

Kolonialismus, Dekolonisierung,  postkoloniale Perspektiven. Herausforderungen für die Didaktik der Geschichte und den Geschichtsunterricht im Kontext der Globalisierung

George Wrangham
India: Training for empire and independence

Terry Haydn
How and what should we teach about the British empire in English schools?

David Lefrançois, Marc-André Éthier and Stéphanie Demers
A theoretical framework for analysing discourse regarding post-colonial national identity in the context of history teaching in Quebec

Katja Gorbahn
From Carl Peters to the Maji Maji War – colonialism in current Tanzanian and German textbooks

Karel van Nieuwenhuyse
From triumphalism to amnesia. Belgian-Congolese (post)colonial history in Belgian secondary history education curricula and textbooks (1945-1989)

Harry Haue
Greenland – history teaching in a former Danish colony

George Kokkinos, Panayotis Kimourtzis, Elli Lemonidou, Aggelos Palikidis, Panayotis Gatsotis, John Papageorgiou
Colonialism and decolonisation in Greek school history textbooks of secondary and primary education

Barbara Techmańska
Decolonisation issues in contemporary history textbooks for secondary schools in Poland

Jan Löfström
Lost encounters: a post-colonial view on the history course ‘meeting of cultures’, in the upper secondary school in Finland

Barnabas Vajda
Czechoslovakia, decolonisation and some ‘materiales de guerra’

Alexandr Khodnev
The history of colonialism and decolonisation in the Russian educational curriculum and the challenges to history didactics

Marat Gibatdinov
Post-Soviet or post-colonial history in contemporary Russian history textbooks?

Forum

Susanne Popp and Jutta Schumann
Developing trans-regional perspectives in museums

Michael Wobring
The visual depiction of Islam in European history textbooks (1970-2010)

Sebastian Barsch
Silent stories of exclusion – teaching deaf history

Mare Oja
Changing approach toward the past. How do history teachers assess the changes in history education in general education in Estonia from the middle of the 1980s to today?

Anu Raudsepp
Changes in initial training of history teachers at the university of Tartu in post-Soviet period

Zu den Autoren

Sebastian Barsch, Dr., historian and head of practical phases of teacher education at the Center for Teacher Education of the University of Cologne, Germany; Main research interests: historical thinking of people with special needs, history of (special) education and disability history

Stéphanie Demers, Assistant Professor of sociology of education at the Université du Québec en Outaouais (Quebec, Canada); Main research interests: school cultures, particularly the epistemological dimensions of teacher culture as enacted in the social practice of teaching

Marc-André Ethier, Full Professor in the Département de Didactique at the Université de Montréal (Quebec, Canada), researcher in the CRIFPE (Centre de Recherche Interuniversitaire sur la Formation et la Profession Enseignante); Main research interests: history teaching, textbooks, use of historical method in school, citizenship education and on its curricular implications

Panayotis Gatsotis, professor of secondary education, instructor of the Greek Public Secondary Education, director of a high-school in Naxos, an island of Cyclades; Main research interests: debates in school history education

Marat Gibatdinov, Head of the Centre of History and Theory of the National Education, Sh. Mardzhani Institute of History, Tatarstan Academy of Sciences; Main research interests: textbook analyses, history education in multicultural society, image of Muslims in history textbooks, teaching religious subjects in secular schools, preventing islamophobia through the education

Katja Gorbahn, Dr. phil., assistant professor at the Department of Aesthetics and Communication at Aarhus University/Denmark; Main research interests: textbook analysis, memory studies, social identity constructions in history teaching, content and language integrated learning 

Harry Haue, Dr. Phil. Professor emeritus of history didactics and educational history at the Department for the Study of Culture, University of Southern Denmark, since 2011 member of the board of ISHD; Main research interests: Comparative studies of history didactics and its relation to ‘Allgemeinbildung’

Terry Haydn, PhD., Professor of Education at the University of East Anglia, England; curriculum tutor for history education and lead author of Learning to teach history in the secondary school, a standard text for history student teachers in the UK; Main research interests: the history curriculum, the use of new technology in history teaching and in teacher education, and levels of behaviour in schools

Alexander Khodnev, Doktor istoricheskikh nauk, professor and chair of the World History Department at Yaroslavl State Pedagogical University, Yaroslavl, Russia; Main research interests: history didactics, history of international organizations, social and cultural history

Panayotis Kimourtzis, associate professor of educational policies and history of education in the Department of Primary Education – University of the Aegean (Rhodes), Greece; Main research interests: educational policies, history of education, history of science

George Kokkinos, professor of history and history didactics of the Department of Primary Education - University of Aegean (Rhodes); Main research interests: epistemology of history, history of historiography, history didactics, history of education, history of political ideas, new intellectual history, fascism, national socialism and the Holocaust, memory and historical traumas

David Lefrançois, Associate Professor in the Département des Sciences de l’Education at the Université du Québec en Outaouais (Quebec, Canada), researcher in the CRIFPE (Centre de Recherche Interuniversitaire sur la Formation et la Profession Enseignante); Main research interests: history teaching, on textbooks, on the use of historical method in school, on citizenship education and on its curricular implications

Elli Lemonidou, lecturer in Modern and Contemporary Greek and European History of the Department of Cultural Management and New Technologies University of Patras; Main research interests: history of international relations and history of cultural relations during the 20th century, public history, history didactics, national ideologies, collective memory and historical traumas

Jan Löfström, PhD, University Lecturer in History and Social Studies Education in the Department of Teacher Education at the University of Helsinki, Finland; Main research interests: historical consciousness and moral consciousness, historical apologies, social studies and citizenship education

Mare Oja, MA, lector of didactics in the Institute of History in Tallinn University, scientific adviser of the history and civic laboratory of the Innovation Centre in Tallinn University, writing PhD thesis ‘Changes in History education since 1989 – from the Soviet to contemporary’; Main research interests: curriculum development, assessment, history of education

Aggelos Palikidis, lecturer in history didactics of History & Ethnology Department – Democritus University of Thrace (Greece); Main research interests: history didactics (theoretical, methodological and practical issues in teaching history), research in history textbooks (illustration and text), art history and images in history teaching

John Papageorgiou, professor of secondary education, instructor of the Greek Public Secondary Education; Main research interests: debates in school history education

Susanne Popp, Prof. Dr. phil., Didactics of History at the University of Augsburg, President of the International Society of History Didactics; Main research interests: European and global perspectives in national history teaching and history museums (co-ordinator of the EU-Culture-project "EMEE"; 2012-2016), visual literacy in history teaching, popular history magazines in Europe (co-ordinator of the EU-Comenius-project "EHISTO"; 2012-2014), international comparison of textbooks

Anu Raudsepp, Dr., associate professor of history didactics at the Institute of History and Archaeology of the University of Tartu, Estonia; Main research interests: national history of education, history didactics

Jutta Schumann, Dr. phil, research assistant at the University of Augsburg; Main research interests: textbook analysis, gender issues in history learning, historical culture, museum education

Barnabas Vajda, lecturer at the History Department of the University of J. Selye, Komárno, Slovakia; Main research interests: Cold War history, history didactics & methodology, analysis of history textbooks

Karel Van Nieuwenhuyse, dr. phil., lecturer in History Didactics, at Leuven University (Belgium), faculty of Arts, Specific History Teacher Training Programme; Main research interests: the position of the present in history education, remembrance education, the use of primary sources and film in history education, and narratives on the national past

Barbara Techmańska, PhD, assistant professor at the Department of Didactics of History and Civic Education, Institute of History, University of Wrocław, Poland; Main research interests: social history of the Lower Silesia, regional education, history didactics

Michael Wobring, PhD, research associate at the Chair of History Didactics of the University of Augsburg (Germany); Main research interests: didactics of history, history of technology, history of globalization (history of telecommunication and traffic), history of photography and print media, historical cartography

George Wrangham, emeritus secondary school teacher and head of the History Department at The Shipley School near Philadelphia, Pennsylvania; Main research interests: European, American and Russian history, history teaching

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