This volume reflects on the role played by textbooks in the complex relationship between war and education from a historical and multinational perspective, asking how textbook content and production can play a part in these processes. It has long been established that history textbooks play a key role in shaping the next generation’s understanding of both past events and the concept of ‘friend’ and ‘foe’. Considering both current and historical textbooks, often through a bi-national comparative approach, the editors and contributors investigate various important aspects of the relationships between textbooks and war, including the role wars play in the creation of national identities (whether the country is on the winning or losing side), the effacement of international wars to highlight a country’s exceptionalism, or the obscuring of intra-national conflict through the ways in which a civil war is portrayed. This pioneering book will be of interest and value to students and scholars of textbooks, educational media and the relationships between curricula and war.
About the Author
Eugenia Roldán Vera is Professor of History of Education at the Department of Educational Research in the Center for Research and Advanced Studies (CINVESTAV), Mexico. Her research interests include the history of education in Mexico and Latin America in the nineteenth and twentieth centuries, especially the history of textbooks, transnational dissemination of educational models and the ritual and performative aspects of schooling.
Eckhardt Fuchs is Director of the Georg Eckert Institute for International Textbook Research and Professor of History of Education and Comparative Education at the Technical University Braunschweig (Brunswick), Germany. His research interests include the global history of modern education, international education policies, and curriculum and textbook development.
Table of ContentsChapter 1. Introduction; Eckhardt Fuchs and Eugenia Roldán Vera.- Chapter 2. The Representation of War and Peace under the Government of King Leopold I (1831-65) in Belgian Textbooks for National History for Secondary Education (1910-60); Jean Van Wiele.- Chapter 3. The Formation of the Armed Citizen in Colombia in the Nineteenth Century; Jorge Conde Calderon, Luis Alarcón Meneses.- Chapter 4. The US-Mexican War (1846-48) in School Textbooks: Mexico and the United States in the Second Half of the Nineteenth Century; Eugenia Roldán Vera.- Chapter 5. The Impact of the 1894-95 Sino-Japanese War on Japanese and Chinese Textbooks: A Comparative Analysis; Limin Bai.- Chapter 6. The Teaching of the First World War through the History Textbooks of Secondary Education in Greece (1960-2010): Aims and Priorities; Efstratios Vacharoglou.- Chapter 7. A "Matter of the Whites"? Contemporary Textbook Portrayals of Former Colonies in WWI; Denise Bentrovato and Imke Rath.- Chapter 8. In the "Spirit of Courage and Sacrifice": Shaping Collective Memories in School History Textbooks in Ontario, Canada (1921-2000); Rose Fine-Meyer.- Chapter 9. International Institutions, Pacifism, and the Attack on Warmongering Textbooks; Xavier Riondet and Rita Hofstetter.- Chapter 10. The School Uses of History: The Tangled Portrayal of the Spanish Civil War in History Textbooks (1970-98); Mariano Gonzalez Delgado, Manual Ferraz Lorenzo.- Chapter 11. The Representation of Wars in History Textbooks for Secondary Schools in the Soviet Union (1940-50); Dorena Caroli.- Chapter 12. Searching for "the Truth"? Narratives of the Second World War in Polish History Textbooks (1989-2015); Sylwia Bobryk.- Chapter 13. The Vietnam War (1954-75) in History Textbooks: A View from Two Sides; Tran Thi Vinh, Hoang Hai Ha and Tran Duc Tuan.