History Education for Nation-Building in Ethiopia, Germany, Rwanda, South Africa, Switzerland, and USA: A Comparative Analysis

Autor/inn/en	Awgichew, Sisay; Ademe, Enguday
Titel	History Education for Nation-Building in Ethiopia, Germany, Rwanda, South Africa, Switzerland, and USA: A Comparative Analysis
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2113210 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2022.2113210
Schlagwörter	History Instruction; Nationalism; Cross Cultural Studies; Foreign Countries; Comparative Analysis; Textbooks; Course Descriptions; Content Analysis; Educational Objectives; Ethnic Groups; Death; Social Change; Racial Segregation; Peace; Conflict Resolution; Race; Instructional Materials; Geographic Regions; Social Studies; Teaching Methods; Social Integration; Grade 11; Grade 12; Secondary Education; Rwanda; South Africa; Ethiopia; Switzerland; United States; Germany + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Nationalismus; Cultural comparison; Kulturvergleich; Ausland; Textbook; Text book; Schulbuch; Lehrbuch; Kursstrukturplan; Inhaltsanalyse; Educational objective; Bildungsziel; Erziehungsziel; Ethnie; Sterbefall; Tod; Todesfall; Sozialer Wandel; Rassentrennung; Frieden; Conflict solving; Konfliktlösung; Konfliktregelung; Rasse; Abstammung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Integration; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Sekundarbereich; Ruanda; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Äthiopien; Schweiz; USA; Deutschland
Abstract	This study examined the role of history education for nation building in Ethiopia, Germany Rwanda, South Africa, Switzerland, and USA using a comparative research method. Student textbooks and syllabi were the main data sources. Document review was the principal data-gathering tool and the data was analysed qualitatively. Findings revealed that there are some aim and learning objectives embedded in the textbooks and syllabi to cultivate unity and patriotism, and promote democratic values that facilitate nation building. Except in the context of Rwanda and USA, in all countries national history textbooks gave more emphasis to regional and global topics than national topics. In Rwanda, South Africa, and Ethiopia centrally prescribed one-size-fits-all contents focused on national narratives that appear to intentionally overlook ethnic-narratives. After the historic genocide in Rwanda and apartheid in South Africa, history textbooks focused on peace and reconciliation, and settlement of ethnic and race-based clashes. In the United States, Switzerland, and Germany, the instructional materials' preparation process is decentralized to regional states or cantons. Except in South Africa, virtually in all countries, history is a compulsory subject. In Ethiopia, South Africa, and Switzerland history is taught as a separate subject, where as in the remaining countries it is taught as a combined social studies subject. Vis-à-vis the pedagogy, learner-centred methods and continuous assessment techniques appeared in the curricula often. The main lessons for Ethiopia include the need to incorporate more contents that help to ensure peace and national understanding, settle ethnic-based clashes, and facilitate national integration and the nation-building process. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01