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, S.693-723 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
Schlagwörter	Ideology; Foreign Countries; History Instruction; Educational Development; Educational History; Comparative Education; Politics of Education; National Curriculum; National Standards; Teaching Conditions; Change Strategies; Educational Change; Political Influences; Educational Practices; Educational Philosophy; Germany; Netherlands; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ideologie; Ausland; History lessons; Geschichtsunterricht; Bildungsentwicklung; History of education; Bildungsgeschichte; Vergleichende Erziehungswissenschaft; Educational policy; Bildungspolitik; Lehrbedingungen; Unterrichtsbedingungen; Lösungsstrategie; Bildungsreform; Political influence; Politischer Einfluss; Bildungspraxis; Bildungsphilosophie; Erziehungsphilosophie; Deutschland; Niederlande
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. (Contains 27 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10