Negotiating Ethnic Diversity and National Identity in History Education: International and Comparative Perspectives

Acknowledgements
Contents
Notes on Contributors
Abbreviations
List of Tables
1: Introduction: Negotiating Ethnic Diversity with National Identity in History Education
Introduction
Divergent Patterns in the Politics of Multiculturalism
From the Interstate to Domestic Politics of History Textbook Revision
Interstate Cultural Diplomacy
The ‘Cultural Turn’ in the Politics of History Education
The History Textbook as a Site of Negotiation of National Identity
National Identity as a Figured World
The Power of Historical Narratives and Disenchantment
Unresolved Debates: The Relationship Between History Education and National Identity
A Comparative Perspective
The Politics of Curricular Inclusion/Exclusion: The Price of National Cohesion
References
Part I: The Politics of Reconciliation and History Education in Post-conflict Contexts
2: Peace Through History Education: The Activities of UNESCO, the Georg-Eckert-Institut and the Council of Europe
Introduction: From the Nineteenth Century to the End of the Second World War
UNESCO
Georg-Eckert-Institut
Council of Europe
Other Actors
Conclusion
References
3: Cure or Disease? History Education and the Politics of Reconciliation in East Asia
Introduction: The Inescapability of Politics
Some Comparative Observations from Opposite Ends of Eurasia
Weaponising History in Postwar East Asia
Warring Peace?
History in Postcolonial Nation Building
The Fragile Foundations of Transnational Curricular Dialogue
China’s Rise, National Insecurity and Intensifying ‘History Wars’
Conclusion
References
4: Unity in Diversity or Political Separation Driven by Cultural Difference? Textbook Revision in Bosnia and Herzegovina
Introduction
Historical Layers
Reform as an International and Local Project: Oscillating Between Intervention, Cooperation and Hesitation
A New Theme, but Old Images of Oneself and the “Other”?
Conclusion
References
5: Curricular Decentralisation as an Antidote to “Burmanisation”? Including Ethnic Minorities’ Histories in Myanmar’s Government Schools (2011–2020)
Introduction
Teaching History Until 2011: A Brief Historical Background
Teaching Ethnic Histories in the 2011–2020 Context
Developing the Local Curricula
Experiences and Challenges in the Different States
Conclusion
References
Part II: Negotiating the History of Minorities in European Settler Countries and a Former Empire
6: Portrayals of Ethnic Minorities, Migration and Empire in English History Textbooks, 1910–2020
Introduction
British Identity, Ethnic Diversity and the ‘Great Tradition’, 1910–1970
The Emergence of ‘New History’ and the Challenge to Tradition, the 1970s–1990s
History Education, History Textbooks and Ethnic Diversity in the Twenty-First Century
Conclusion
References
7: History Education and Historical Thinking in Multicultural Contexts: A Canadian Perspective
Introduction
The Canadian Context
Educational Context
Historical Thinking Approach
Indigenous Peoples in Canada
Québec and the Québécois Nation
Ethnocultural Diversity
Some Limits on and Future Directions for Historical Thinking
Conclusion
References
8: National Identity in the History Curriculum in Australia: Educating for Citizenship
Introduction
Multiculturalism: Public Discourse on Ethnic and Cultural Diversity
Australian History Curriculum: The National Context
Curriculum Materials: History Textbooks in Australia
Intersections with Aboriginals and Torres Strait Islanders
Case Study: The Batman Treaty
Case Study: The Afghan Cameleers
Language Used to Describe the Cameleers
The Cameleers in Relation to Other Groups
Conclusion
References
9: Potentially Transformative: Aligning Māori Perspectives, Difficult Histories and Historical Thinking
Introduction
Commemorating the New Zealand Wars
Curricular Autonomy and Meeting the Needs of Local Communities
‘Give Me My History!’
Aligning History with Indigenous Views of the Past: Ka mua, ka muri
Conclusion
References
Part III: Reconciling Ethnonationalism with Ethnic Diversity in Asia
10: Reconstructing the Nation: Struggles in Portraying Ethnic Minorities in Chinese Mainstream History Textbooks
Introduction
1952 Textbooks: Non-Han Groups as Non-Chinese ‘Others’
1955 Textbooks: Non-Han Groups Becoming Chinese Minority Nationalities
1992 Textbooks: ‘Diversity in Unity’ and the Most Multicultural Conception of Nationhood Defined in PEP History Textbooks
2001 Textbooks: ‘Unity Above Diversity’ and Returning to a Han Ethnocentric Understanding of National History
Discussion and Conclusion
References
11: Historical Narratives and National Identity in Lower Secondary History Textbooks in Malaysia (1959–2020)
Introduction
Background
Thematic and Discourse Analysis of Textbooks by Period
Period I (1959–1977): Malaya/Malaysia in World History
Period II (1978–1988): Malay-Centric Multicultural Narrative
Period III (1989–Present): Ethno-Malay Nationalist Narrative
Conclusion
References
Cited History Textbooks
Academic References
12: National Identity and History Teaching in Singapore: Bringing the Malays Back in
Introduction
The ‘Problem of Race’
The ‘Problem’ of History: The 1960s and 1970s
History Revived, the 1980s
Turnbull as Template
National Education and The Singapore Story
Bringing the Malays Back in
References
School and university textbooks, school curricula/syllabuses and other resources for use in schools
English-language newspapers and news services
Non-English-language newspapers
13: Constructing the Thai Race in Thai History Textbook Narratives
Introduction
Origins of Thai History
The Role of History Textbooks: From Absolutism to Democracy
The Era of Nation Building and the Monoethnic State
The Malay-Muslims with the ‘Wrong History’, Highland Peoples with ‘No History’
History Textbooks in the Era of National Education Reform
Conclusion
References
14: Afterword: Minorities and History Teaching
References
Index