History Education at the Edge of the Nation: Political Autonomy, Educational Reforms, and Memory-shaping in European Periphery

Contents
Notes on Contributors
List of Figures
List of Tables
Introduction: Denationalising and Reinventing Historical Education—In a Time of History Wars
The History Curriculum: A Focus of Conflict and a Source of Insight
History and Memories Juxtaposed in the Education Context: The Difficult Journey of Narrative Autonomy
Outline of the Book
Canons, Shared Values and Diversity: Future Prospects
References
Part I: Identity Politics, Educational Governance, and the History Curriculum
A Nation-Building Tool Under Pressure?: “Invisible Nations”, European Integration and History Teaching after 1945
Cultural Pluralism and History Teaching: Towards a Polycentric Outlook
Towards a Topography of National Mythologies and Multiple Loyalties. Fragmented Landscapes and Forced Solidarities
The Awakening of Multiple Identities: An Ideological-Political Chronology
From International Understanding to Diversity Training? The Influence of Transnational Bodies and Networks
Regional Revival and History Curricula at the Turn of the Millennium: The Crossed Influences of Deregulation and Identity Politics
The 2000s: The Ambiguities of the “Renationalisation” of History Teaching
References
Websites
The Teaching of History in Schools in South Tyrol, from 1945 to the Present Day: From Promoting Identity to Building a Common History
From Austria to Italy
Birth of the Italian Republic, German-Speaking Schools and the Teaching of History
A Battle over Books
The Second Statute of Autonomy and Re-establishment of Local Identity
From “Autonomous Patriotism” to a “Shared History”?
Archival Sources
References
Secondary Literature
Websites
History Education in Luxembourg’s Secondary Schools in the 1950s–1970s: Ideas and Experiments
Introduction
Ideas of Trainee Teachers in the 1950s
Pupil and Teacher Ideas in the 1960s
Experiments by Trainee Teachers in the 1970s
Conclusion
References
Student Theses (National Archives of Luxembourg)
Laws and Decrees
Handbooks
Secondary Literature
Other
Challenges of Teaching History for the Bosniak Ethnic Community/National Minority in the Republic of Serbia Within the Post-Conflict Setting
Introduction
The Status of National Minorities According to the Legal System of the Republic of Serbia
A Nation Forged in Times of War—Contents and Controversies for History Teaching
Present-Day Situation: Narratives Outside the Classroom
History Teaching for the Bosniak National Minority in the Republic of Serbia—State of Play
Approval of Curricula and Textbooks/Additional Teaching Materials for the Bosniak Minority
References
Swedish School Curricula and Sámi Self-Identification: The Syllabus from 1960s to 2011
Segregational Education, Broken Down by the Ideal of Democratisation
Confusing Curricula and Marginalised Sámi Content Make Teaching More Difficult
The Intentions of Sámi Education in Relation to Its Identity-Creating Message
Tensions Regarding Identity Creation in Curriculum for Sámi Schools
The Position and Rights of “the Other”
Cultural Epithet in Curricula Content Creates Deviant Sámi-ness
Conclusions
References
State Regulations and Inquiries
Part II: Competing Narratives in History Schoolbooks and Teaching Arrangements
Local and National History in Schoolbooks in South Tyrol from the End of the Second World War to the Present Day
History, Schooling, Identity
The Matter of Textbooks After the Second World War
Textbooks in the Sixties
History Textbooks in Schools According to the Second Statute of Autonomy
A Look at the Present Situation
References
Handbooks
Secondary Literature
From Petite to Grande Patrie: The Valle d’Aosta History as Told to Children
At the Borders of the Italian State
A Textbook for Aosta Valley Schools
Legitimising the Special Statute
The Young Generation, Identity and History
References
Sources
Secondary Literature
French School Textbooks on the History of Alsace in the Twentieth Century
A ‘Frenchified’ History During the Interwar Period
After the Second World War
A New Approach at the End of the Twentieth Century
Conclusion
References
Unpublished Sources
Online Sources
Secondary Literature
Part III: Managing Complexity and Multiperspectivity in the History Classroom
Teaching Sami Pasts and Presents: Complexities in Teaching Practice in Contemporary Swedish Classrooms
Politics, Education, and Minority Histories
Minorities and Compulsory Schooling
Sami Pasts and Presents as Controversial Topics?
Educationalisation, Recontextualisation and Remediation
Teaching Sami Pasts and Presents
Methods
Teacher Education and the Lack of Knowledge
Teachers’ Needs
The Issue of Teaching Materials
Concluding Remarks
Excursus: The Practical Outcome of the Interviews
References
Narration and Equivocation: Locating State, Nation and Empire in the Pre-university History Examination Syllabi of England and Scotland
Introduction: Identity and Equivocation
Britain as State, Britain as Place: When Was Britain?
Education, Nationhood and the State
Research Design
Data and Discussion
Syllabuses in Overview
In-Depth Analysis
The Reformation
Empire
The Twentieth Century
Discussion and Conclusions
Appendix (Table 3)
References
Regional Language and Culture Teaching in Alsace from 1982 to 2022: To What Extent Can Language Education and History Education Be Synonyms?
Introduction
Why Do Pupils/Students/Other Learners Have Little or No Real Knowledge of the Sociolinguistic Situation of Alsace?
Regional History Is Not Taught in Schools
How “History” and “Languages” Are Articulated in Alsace
Global Evolution of Language Uses in Alsace
Discourses on Languages/Discourses on Nation(alism)s
Before 1945
After 1945
Language Practices in Alsace Since 1945
Alsatian Teaching/Teaching Alsatian
Positions in Alsatian Society Towards Language-Culture Teaching at School
Institutional Positions: Public Authorities and the Educational System
Positions Towards History Education in the Alsatian Society in General
The Role of University Teaching
Conclusion
References