This edited volume explores the evolution of history education from a transnational perspective, focusing on border regions in Europe that are considered on the ‘periphery’ of the Nation-State. By introducing this concept and taking into consideration the dynamics of decentralization and the development of minorities’ teaching practices and narratives, the book sheds light on new challenges for history education policy and curriculum design. Chapters take a comparative approach, dissecting and analyzing specific case studies from school systems in France, Germany, Italy, the UK, and Scandinavian countries. In doing so, the editors and their authors weave a systematic account of the impact of local autonomy on educational culture, on the civic remit of schools, and on the narratives embodied by history school canons.
Table des matières
Introduction.- Part I: Identity Politics, Educational Governance and History Curriculum in Border Areas.- 1. A Nation-building Tool under Siege: Regional Revival, European Integration and History Teaching in Western Europe after 1989.- 2. History at School in South Tyrol: From Identity Tool for the ‘small homeland’ to a Contribution to Reconciliation among Linguistic Groups.- 3. A History Curriculum for Luxembourgish Schools. Experiments, Debates and Decisions in the 1950s-1960s.- 4. Teaching History to Children in the Schools of Valle d’Aosta.- Part II: Competing Narratives in History Schoolbooks and Teaching Set-up.- 5. Local and National History in Schoolbooks in South Tyrol from the End of WW2 to the Present.- 6. The History of Alsace in Schoolbooks After 1945.- 7. Across Italian Oriental Border: National Minorities and History Teaching.- Part III: Managing Complexity and Multiperspectivity in History Classrooms.- 8. Teaching Saami Pasts and Presents in Contemporary Swedish Classrooms.- 9. Nation and Narration in School Examination Curricula in England and Scotland – a Comparative Analysis of How Each Country Represents the Other.- 10. History Teaching in the Danish-German Border Region.- 11. Diverse Histories and Practices of Saami Education.- 12. To What extent are Language Education and History Education synonyms in Alsace?.
A propos de l’auteur
Andrea Di Michele is Associater Professor at Free University of Bozen-Bolzano, Italy.
Piero S. Colla is Adjunct Professor of North European Political Models at Strasbourg University, France.
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