Confronting "Dark" Colonial Pasts: A Historical Analysis of Practices of Representation in Belgian and Congolese Schools, 1945-2015

Autor/inn/en	Bentrovato, Denise; Van Nieuwenhuyse, Karel
Titel	Confronting "Dark" Colonial Pasts: A Historical Analysis of Practices of Representation in Belgian and Congolese Schools, 1945-2015
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 56 (2020) 3, S.293-320 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bentrovato, Denise) ORCID (Van Nieuwenhuyse, Karel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2019.1572203
Schlagwörter	Foreign Countries; Foreign Policy; Educational History; Postcolonialism; Historiography; Social Change; Violence; Textbooks; Content Analysis; History Instruction; Educational Practices; Politics; Comparative Education; Socialization; World Views; Political Attitudes; Power Structure; Patriotism; Secondary School Students; Criticism; Educational Change; Textbook Content; Congo; Belgium + Suchen Sie Ihr Suchwort? Ausland; Außenpolitik; History of education; Bildungsgeschichte; Post colonialism; Postkolonialismus; Geschichtsschreibung; Sozialer Wandel; Gewalt; Textbook; Text book; Schulbuch; Lehrbuch; Inhaltsanalyse; History lessons; Geschichtsunterricht; Bildungspraxis; Politik; Vergleichende Erziehungswissenschaft; Socialisation; Sozialisation; World view; Weltanschauung; Political attitude; Politische Einstellung; Patriotismus; Sekundarschüler; Kritik; Bildungsreform; Lehrbuchtext; Kongo; Belgien
Abstract	Over half a century since the last wave of political decolonisation, the handling of "dark" colonial histories remains topical. Influenced by the postcolonial turn, this study aims to examine, from a novel historical and comparative perspective, evolving textbook representations of Belgian colonialism and its legacy in Belgian and Congolese school history education since 1945. Its diachronic and synchronic narrative analysis identifies continuity and change, and convergences and divergences, in perspectives, emphases, and silences in textbook narratives. Pinpointing the influence of colonialism and postcolonial discourse on educational practices of representation, the study explores the sometimes contradictory influences on these practices of politics, academic historiography, popular historical culture, and processes of educationalisation. The analysis illuminates parallel shifts in the two countries from triumphalist colonialist ideologies towards more critical postcolonial perspectives. In relation to educational practices of representation, often aimed at socialising citizens into worldviews sanctioned by the political dispensation of the time, the traces of these shifts have reflected dominant societal discourses while being largely at odds with historiographical advances. These dynamics are evidence of a slow process of decolonisation of existing power structures and knowledge systems which only gradually gave way to a postcolonial world still in the making. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01