History in the Shadow of the Canon?

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History in the Shadow of the Canon?

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Publication Article, peer reviewed scientific
Title History in the Shadow of the Canon?
Author(s) Lozic, Vanja
Date 2008
Editor(s) Van Gorp, Angelo; Depaepe, Marc
English abstract
It is for the most part uncontroversial to invoke the opinion that the main task of education is to develop knowledge. But the question that has become more relevant in today’s multicultural societies is: what according to high school pupils is regarded as relevant historical knowledge, as well as how the youngsters that are brought up in “multicultural” Sweden perceive the content of history books as well as the method of teaching. The paper is based on the interviews with around 20 high school pupils. The main focus of my paper is to present young pupils’ views on textbooks/history-education, the subject’s assumed Euro-centricity, and finally general lack of perspectives (e.g. gender, class, and ethnicity) in history-education at the high school level. By pointing out at the lack of pluralistic perspective as well as “linear”, ethnocentric, and male orientated interpretation of the past I will try to show that the authors of the textbooks and history teachers are imposing symbolic violence on some groups and individuals within the classroom environment. According to the preliminary results one can talk about the existence of a historical canon that is highly connected to a narrow definition of history. Thereby the focal point of this presentation is to show what and whom is included and therefore even excluded from the historical metanarrative.
Publisher Verlag Julius Klinkhardt
Host/Issue Auf der Suche nach der wahren Art vochulbuchforschung, 7n Textbüchern
Pages 227-238
Language eng (iso)
Subject(s) Humanities/Social Sciences
Research Subject Categories::HUMANITIES and RELIGION::History and philosophy subjects::History subjects::History
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education::Subject didactics
Handle http://hdl.handle.net/2043/6998 (link to this page)

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