History at the mercy of politicians and ideologies. Germany, England, and the Netherlands in the 19th and 20th centuries.

Autor/in	Wilschut, Arie H. J.
Titel	History at the mercy of politicians and ideologies. Germany, England, and the Netherlands in the 19th and 20th centuries.
Quelle	In: Journal of curriculum studies, 42 (2010) 5, Special Issue, S. 693-723Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220270903049446
Schlagwörter	Bildungsgeschichte; Curriculum; Geschichtsunterricht; Staatsbürgerschaft; Standard
Abstract	The paper analyses and compares developments in history teaching in Germany, England, and the Netherlands in the 19th and 20th centuries. The development of history teaching in the three countries shows striking similarities. National politics have always used history education for purposes which did not necessarily tally with distanced critical thinking, carefully balanced judgements, and a striving for unbiased interpretations. In the two centuries described here, only the decades of the 1960s and 1970s have been different. Then politics and society scorned a subject which was so clearly unfit for a 'modern age'. Attempts were made to eliminate history from the school curriculum. As a consequence, history educators adopted a defensive position and a new type of history teaching emerged, which put critical and distanced thinking at the centre. Because politics had turned its back on history, it was possible to develop a vision of history teaching which did not serve any preconceived political aim but took historical thinking as such as its point of departure. During the 1980s and 1990s, the old recipe of forging nations was revived and traditional curricula were once more brought to life.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2013/1