Citizenship education in recent Polish and Chilean history textbooks. A comparative perspective.

Autor/inn/en	Sáez-Rosenkranz, Isidora; Popow, Monika
Titel	Citizenship education in recent Polish and Chilean history textbooks. A comparative perspective.
Quelle	Aus: Hildebrandt-Wypych, Dobrochna (Hrsg.); Wiseman, Alexander W. (Hrsg.): Comparative perspectives on school textbooks. Analyzing shifting discourses on nationhood, citizenship, gender, and religion. Cham: palgrave macmillan, Springer International Publishing AG (2021) S. 113-131 PDF als Volltext (1); PDF als Volltext (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen; Literaturangaben S. 127-131
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-030-68718-2; 978-3-030-68719-9
DOI	10.1007/978-3-030-68719-9_6
Schlagwörter	Identitätsbildung; Identitätsentwicklung; Bildungspolitik; Schulbuch; Schulbuchforschung; Geschichtsunterricht; Demokratie; Nationalbewusstsein; Politische Bildung; Staatsangehörigkeit; Chile; Polen
Abstract	The continuing educational, as well as political debates about history teaching and textbooks, that take place all over the world, convey the need for research that take into account its role in formation of citizenship identity, especially in the context of current historical events. It has become increasingly evident that political and educational struggles over history and civic teaching (Popow & Sáez-Rosenkranz, 2016) will continue, raising the issue of the role of textbooks in identity creation processes. In this context, the question of how citizenship is discursively constructed during the transition to democracy seems crucial. Therefore, the aim of this chapter is to analyze in comparative perspective how citizenship is discursively constructed in the transition to democracy in history textbooks in Chile and Poland.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1