What about history-teaching in hybrid societies? The profile, structure and context of history as a school subject

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What about history-teaching in hybrid societies? The profile, structure and context of history as a school subject

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Publication Article, peer reviewed scientific
Title What about history-teaching in hybrid societies? The profile, structure and context of history as a school subject
Author(s) Lozic, Vanja
Date 2009
Editor(s) Cunningham, Peter
English abstract
In this article I examine the challenges of education in general and teaching history in particular in so-called multicultural environments. I ask what the problems with universal and communitarian approaches to “multicultural societies” are. These approaches have been discussed on the basis of Charles Taylor’s, Jürgen Habermas’ and other philosophers’ debates on the future of “multicultural societies”. Advocates of the politics of recognition (communitarians) state that universal approach to the questions of identity misrecognizes groups which are culturally, politely and/or socially marginalized and which likewise do not have a “norm-forming” position. According to communitarians society, and there by even schools, should secure survival of different groups’ collective features and interests. These two models are problemitized on the basis of Joan Scott’s and Judith Butler’s theories. In addition, the aim of this text is to give an overview of some twenty 16 to 18 year old pupils’ views on identities and content of history. The interviews were made here in Malmö.
Publisher CiCe Thematic Network project
Host/Issue Proceedings of the eleventh Conference of the Children's Identity and Citizenship in Europe Thematic Network
Series/Issue Human Rights and Citizenship Education
ISBN 978-0-9562789-6-8
Pages 455-461
Language eng (iso)
Subject(s) identity
ethnicity
multiculturalism
history
teaching
schools
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Handle http://hdl.handle.net/2043/10021 (link to this page)

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