"Confused by Multiple Deities, Ancient Egyptians Embraced Monotheism": Analysing Historical Thinking and Inclusion in Egyptian History Textbooks

Autor/in	Abdou, Ehaab D.
Titel	"Confused by Multiple Deities, Ancient Egyptians Embraced Monotheism": Analysing Historical Thinking and Inclusion in Egyptian History Textbooks
Quelle	In: Journal of Curriculum Studies, 48 (2016) 2, S.226-251 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2015.1093175
Schlagwörter	World History; Textbooks; Textbook Content; Cultural Influences; Identification (Psychology); Thinking Skills; Foreign Countries; History Instruction; Discourse Analysis; Curriculum; Islam; Ideology; Statistical Analysis; Qualitative Research; Content Analysis; Christianity; Egypt + Suchen Sie Ihr Suchwort? Weltgeschichte; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; Cultural influence; Kultureinfluss; Denkfähigkeit; Ausland; History lessons; Geschichtsunterricht; Diskursanalyse; Curricula; Lehrplan; Rahmenplan; Ideologie; Statistische Analyse; Qualitative Forschung; Inhaltsanalyse; Christentum; Ägypten
Abstract	Egyptian history textbooks are examined through the prism of historical thinking dimensions and skills, utilizing a critical discourse analysis. The analysis focuses on how the textbooks portray two historically significant events: the advent of Christianity (ca. 33 CE) and Islam (ca. 641 CE) to Egypt. It reveals that the historical narrative presented in the textbooks does two things: first, it essentializes a dominant identity--mainly an Arab Muslim one--eclipsing the multilayered identity informed by the country's long history. Secondly, the textbooks miss several opportunities to promote historical thinking skills such as "cause and consequence" and "change and continuity". As an entry point to revising the textbooks to include currently missing indigenous minority narratives, a narrative approach that focuses on cultural continuity and change is proposed. The article also calls for further investigation of how these textbooks influence students' sense of citizenship and historical consciousness, especially that they are increasingly exposed to alternative and competing historical narratives outside the history classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01