School history textbook narratives of a nation's past often present limited perspectives, which may impede the aim of teaching history from multiple perspectives. Less is known about the influence of including multiple perspectives on students' representations of the past. This study examines the extent to which students include multiple…

Textbooks are among the most important means of education in terms of instilling leadership skills in students. The characters presented as models in the textbooks play an important part in building up such leadership skills with the help of quotes from such characters, texts written with reference to them, and the activities developed…

This study explores the narration of China as a nation in history education in two regions -- mainland China and Hong Kong -- that share cultural roots but different socio-political contexts. Inductive analysis of data from junior-secondary Chinese history textbooks used in the regions in the late 2010s revealed that whereas mainland China's…

Polarization in the United States and controversy over the teaching of content some deem "divisive" has resulted in the enactment of restrictive legislation in many states. Such constraints contribute to a fraught environment in schools today and significantly impact the work of teaching. Utilizing frameworks of "ambitious…

Citizenship education has been a feature of the school curricula in many western democracies since the 1990s. Consequently, there is a proliferation of research which explores its efficacy in instilling political literacy and encouraging democratic engagement amongst pupils. Less is known however about how citizenship is taught in societies…

In 2005, Kitson and McCully introduced the 'risk-taking' continuum, representing the multiple ways in which teachers in post-conflict societies deal with the history of conflict in the classroom. 'Avoiders', at one extreme, refrain from teaching the violent past, while at the other extreme 'risk-takers' analyse multiple perspectives on what…

Purpose: In this reflective essay, the authors explore how thinking with the notions of implication and complicity may encourage or hinder efforts to engage teachers in problematizing victim-perpetrator binaries in conflict-affected societies. Design/methodology/approach: This reflective essay draws on lessons learned from the authors' long-time…

We propose a new framework for understanding post-conflict history education based on ethnographic fieldwork in the same South African school two decades apart. We explore how and why teachers engage with the legacies of conflict in 1998 and 2019 by investigating how they draw boundaries around 1) time, what the conflict period is and how stark…

School history textbooks provide an important source of information for learners of history. Textbook narratives of a nation's past often present a limited frame of reference, which impedes the aim of teaching history from multiple perspectives. This article examines the representation of the Dutch Revolt in two Dutch and two Flemish history…

Formal schooling in the U.S. has a long and violent history towards Indigenous peoples, today morphing into exclusion and erasure. Using a novel longitudinal dataset of U.S. textbooks (n = 193) from California and Texas, published from 1850 to 2019, we seek to shine light on the issue through a comprehensive analysis of depictions of Indigenous…

This article reports on the impact visits to community-based museums in a divided society, Northern Ireland, had on young people's historical, political, and cultural understanding of the commemorated past. It examines the responses of two student groups, one predominantly Protestant and the other Catholic, to two museums, each presenting its own…

This research was conducted in order to predict the success of TEOG in the History of Revolution and Kemalism course. This research conducted with quantitative research method was carried out on the data of 477 students attending in 5 different secondary schools and 18 classrooms in these state schools affiliated to Kütahya Provincial National…

Despite the increasing literature on textbook analysis in post-conflict societies, few studies have investigated textbooks in conflict-ridden areas where wars and armed conflicts are still ongoing. This study examines representations of North Korea and unification in South Korean middle school social studies textbooks. South Korea is an…

There is an increased interest within the history education community in introducing students to the multi-perspective and interpretative nature of history. When these educational goals are pursued within collaborative contexts, what are the relationships of individuals from conflicting groups with historical accounts that they produced as a…

Interfaith education appears to have a strong potential for prejudice reduction and for overcoming Islamophobia and antisemitism. Common in-group identity theory contends that awareness of interreligious similarities would reduce intergroup streotypes and anxiety. However, optimal distinctiveness theory assumes that pointing to similarities would…