History Textbooks Research Articles

Comparison of 9th Grade History Textbooks Used in 2013 and 2023 in Terms of Women's History

As an extension of women's history and gender equality studies, the level of visibility of women in history textbooks and the reflection of their historical roles in textbooks has become an important area of research. The language, information, and visuals used in history textbooks are considered very important data tools for these studies. In this research, which has a qualitative approach, the 9th grade history textbooks taught in 2013 and 2023 were compared in terms of women's history. The aim of the research is to make a comparison of the 9th grade history textbooks taught in 2013 and 2023 in terms of women's history and to reveal the point reached regarding women's history. In line with this purpose, document analysis was preferred as the method. The 9th grade history textbooks were selected through the purposive sampling method. Content analysis was used to analyze the data. According to the findings of the study, history textbooks reveal a regression in terms of women's history. Most of the female names identified in the history textbooks taught in 2013 are not included in the history textbooks used in 2023. The visuals in the book are not sufficient in terms of women's history. It can be thought that the changing history programs have an impact on this outcome since textbooks are written within the framework of history programs. It can also be argued that not enough sensitivity has been shown to the inclusion of women's history in textbooks.

“Minorities”, the nation and Europe in the history textbooks of Germany, Spain and Turkey

A feature of the concept of “minorities” is the invisibility and stigmatization of communities, more so within the idea of the nation. The European Union project stimulated new vistas, and offers challenges to reconcile peoples under a new political, social and economic concept. However, in the midst of crisis and war in Europe, mistrust and hostility are increasing, incited by right-wing populism and nationalism and these aims of the last century are slowly making their way into history textbooks. This article analyses the representation and construction of these complex concepts in eight German, Turkish and Spanish secondary school history textbooks. In times of strengthening nationalism, it is also discussed here whether the representations convey essentialist ideas and imperialistic structures hidden between the lines in school textbooks, or whether they reflect the concept of “minorities” as a component of a pluralistic and hybrid European society. The research is divided into two areas: 1) A quantitative analysis of textbooks: A comparative research will be carried out on the representation of 'minorities' in English, German, Turkish and Spanish history textbooks. The textbook research is temporally limited to the period from the sixteenth until the twenty-first centuries.

On the Educational Significance of Historical Textbooks for Adolescents' Ideological Consciousness, and Their Impact on Sino-Japanese Relations — Taking the Changes in Narrations on the War of Resistance against Japan in Chinese and Japanese History Textbooks as an Example

Significant disparities exist in the narratives of the Sino-Japanese War (1931-1945) as presented in Chinese and Japanese history textbooks. Both countries, influenced by their unique political, economic, and cultural stances, have made diverse revisions to their history textbooks at different times. This paper compares narrative changes in the history textbooks of both countries, contending that textbook revisions aim to shape adolescents' ideological consciousness and historical perspectives, influencing their political socialization tendencies and behaviors. As Japan refashions its historical textbooks, it impedes the young generation's ability to glean insights from history, potentially cultivating a cohort characterized by unwarranted arrogance yet lacking a sense of responsibility. The ongoing discourse surrounding historical textbooks consistently rekindles poignant memories among the Chinese populace, instilling fears of Japan repeating the errors of militarism and consequently, fortifying the younger generation's recollection of a humiliating past. China and Japan, not only wielding significant influence on regional security in East Asia but also playing pivotal roles in global peace and stability, should embrace equitable and amicable exchanges. Such exchanges can foster increased mutual trust and reciprocal benefits, representing the appropriate path for China and Japan, nations separated by a narrow body of water with a longstanding history of friendship.

Clarify the Spatio-temporal Issues in the Comprehensive Compilation of Middle School History Textbooks “Huguang is Abundant, the World is Satisfied”

Clarify the Spatio-temporal Issues in the Comprehensive Compilation of Middle School History Textbooks “Huguang is Abundant, the World is Satisfied”

Desain Pengembangan Buku Ajar Sejarah Kebudayaan Islam Berbasis QR Code MA Mambaul Ulum Jombang

This research and development aims to (1) design and develop a more attractive QR Code-based Islamic Cultural History textbook with material that is easy to understand, equipped with pictures and videos that are appropriate to the material developed so as to encourage students to learn effectively. independently 2) determine the level of effectiveness of the QR Code-based Islamic Cultural History textbook. This research uses research and development methods. The samples tested were students from classes XI IPA and XI IPS. Data collection used validation questionnaires, response questionnaires, interviews, observations and documentation carried out at MA Mambaul Ulum Megaluh Jombang. The data analysis techniques used are qualitative and quantitative. Validation by media experts gave an assessment in the "very suitable" category, media experts and student results gave an assessment in the "suitable" category. So it can be concluded that the QR Code-based Islamic Cultural History textbook design is effective and suitable for use for teaching and learning activities for students.

‘One country, two narratives’ of China as a nation: comparing Chinese history education in mainland China and Hong Kong

ABSTRACT This study explores the narration of China as a nation in history education in two regions – mainland China and Hong Kong – that share cultural roots but different socio-political contexts. Inductive analysis of data from junior-secondary Chinese history textbooks used in the regions in the late 2010s revealed that whereas mainland China’s textbooks constructed China as a nation by stressing its constitutive territory and ethnic inclusiveness, Hong Kong’s highlighted its constitutive ethnicity and changing territory, more frequently and directly narrated interethnic conflicts, and more explicitly promoted Han superiority. The study proposes constructing the nation in history education as a contextualised and socio-political exercise of reinterpreting the past to reflect current contexts and needs.

Constructing Inclusive Citizenship: Fundamental, Cultural and Religious Rights Narratives in History Textbooks Taught in Elite Schools in Pakistan

Given the crucial role of history education in shaping civic identity, this study investigates citizenship rights perspectives constructed in the history textbooks of elite private schools in Pakistan. Following Gagnon and Pagé’s analytical model, this study adopts a qualitative content analysis to probe fundamental rights, cultural rights, religious rights, and related concepts within textbooks. The findings highlight problematic silences, selective narratives, and externally imposed frameworks on rights issues. Deterministic and politically skewed historical accounts impede the development of critical faculties and introspection, which are essential for engaged democratic citizenship. This study has notable implications for reforming unbalanced curricula and decolonizing history teaching toward the objectives of citizenship education, such as educating future citizens to contribute to a peaceful, just, inclusive, and democratic society in Pakistan. The paper not only presents its findings but also looks at what the findings entail for the development of inclusive citizenship education.

LOTS vs HOTS: Evaluation of History Textbooks for Class XII Senior High School

This study evaluates the prevalence of Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) questions in Indonesian History textbooks for twelfth-grade students. Utilizing a quantitative research methodology, the study analyzes the first-semester evaluation questions from textbooks published by the Ministry of Education and Culture, Erlangga, and Grafindo. Employing descriptive statistical techniques, the analysis reveals distinct disparities in the balance of LOTS and HOTS questions. Specifically, the Erlangga textbook contains 82.6% LOTS and 17.4% HOTS questions, while the Grafindo textbook shows a distribution of 96.7% LOTS and 3.3% HOTS questions. Furthermore, a comparative assessment of descriptive questions shows that the Ministry of Education and Culture’s textbook exhibits a ratio of 38.9% LOTS to 61.2% HOTS, Erlangga has 73.4% LOTS to 26.6% HOTS, and Grafindo features 90% LOTS to 10% HOTS. The findings indicate a significant underrepresentation of HOTS-based questions in the analyzed textbooks, suggesting a potential gap in fostering higher-level cognitive skills among students.

Investigating the Inclusion of Human Rights Education in Pakistani Elite Schools: A Qualitative Content Analysis of History Textbooks

Pakistani educational system is broadly divided into public and private sectors. Due to specific financial and administrative issues, the public sector has failed to produce social capital that could serve as an advocate of human rights. However, elite schools in the private sector are better equipped to educate their students on human rights. Through qualitative content analysis, the present study explores the status of human rights in history textbooks taught in elite schools from grade 6 to O-levels and the International Baccalaureate (I.B.) Middle Years Programme (MYP). It was observed that the human rights issues in Pakistan remained part of the null curriculum in the books published for Pakistani students. In the I.B. books, human rights issues were discussed at the global level, leaving elite students ignorant and oblivious to the state of human rights in Pakistan. It is suggested that human rights should be transformed from abstract and generalized statements to absolute and concrete reality, first stemming from local society and then advancing to a global community.

The Islamic Religion in Course Curriculums of High School History Textbooks in the Republic of Macedonia

The Islamic Religion in Course Curriculums of High School History Textbooks in the Republic of Macedonia

Analysis of the Differences and Causes of Chinese and Japanese History Textbooks

The publication of Japanese middle school history textbooks caused great controversy between China and Japan, as well as between Japan and East Asian countries. This paper compares the differences in title, cause, content, illustration, and other aspects of Chinese and Japanese history textbooks in describing specific historical events, and finds through the analysis of differences that China is more objective in recording historical facts, while Japan has behaviors such as downplaying, distorting and denying historical facts. On this basis, the study believes that the reason for the difference between Chinese and Japanese history books is that China and Japan have different identities, traditional cultures, and goal pursuits. At the same time, only by proposing measures to narrow the existing differences between China and Japan by urging Japan to face up to and acknowledge relevant history, establish a common historical research organization, and promote cultural exchanges between the two countries can the relations between China and Japan develop healthily and in the long term.

滿洲國 高級小學校 『國史敎科書』의 편찬 배경과 체계

This paper aims to shed light on the characteristics of history education in Manchukuo by analyzing the textbook Advanced Elementary School History Textbook(『高級小學校·國史敎科書』)published by the Ministry of Education of Manchukuo in 1935. Specifically, it examines how Japanese colonial ideology was applied to Manchukuo’s history education through an analysis of the textbook’s compilation background and structure. Chapter I investigates the compilation process and subject involved in the creation of textbooks by the Ministry of Education of Manchukuo, utilizing materials related to textbook compilation. Chapter II analyzes the motives and purposes behind the textbook’s compilation based on the political and ideological discourses of Japanese colonialists who participated in the establishment of Manchukuo at the time, as well as the research conducted by Japanese historians in the early 20th century. Finally, Chapter III examines the structure and characteristics of the table of contents of Advanced Elementary School History Textbook(『高級小學校·國史敎科書』), comparing and contrasting it with the content of Chapter II.

About the Unified History Textbook. Conceptual Approaches

About the Unified History Textbook. Conceptual Approaches

‘과거사 청산’을 주제로 한

Objectives This study examined the content selection of history lessons on the topic of truth and justice in order to teach history for democratic citizenship.
 Methods I identified the concepts of truth and justice and historical reconciliation for civic education. Then, I reviewed the direction of education on the past and truth and justice. I analyzed the textbook “Modern and Contemporary History of Korea” in the 7th curriculum and the textbook “Korean History” in the 2015 revised curriculum and selected the content of history learning with the theme of truth and justice.
 Results First, students should learn about the past and who was involved in the movement for truth and justice. Second, learn the structures that connect the past and present. Third, learn about the arguments surrounding truth and justice. Teachers should teach students to engage in the argument for truth and justice.
 Conclusions The history textbooks were analyzed. Compared to the 7th curriculum's “Korean History” textbook, the narrative of the 2015 revised curriculum clarified the main actors of state violence and the movement of truth and justice, and there was a clear trend away from the anti-communist narrative. The development of democracy was also described in connection with the truth and justice. However, the narrative of the period, in which the executive branch was the main actor in truth and justice, needs to be supplemented with a variety of actors. We propose the following as the contents of history learning on the topic of truth and justice. By learning about the history of truth and justice, students will develop their capacity to build human rights and democratic societies. They will become citizens who actively engage in social discussions about truth and justice.

Citizenship Education in Elite Schools of Pakistan: Examining Requisite Skills for Civic and Political Participation in History Textbooks

The study employed qualitative content analysis to investigate the model of citizenship education in the history textbooks of elite schools in Pakistan. This study specifically explores the representation of requisite skills, one of the micro components of citizenship rights. This requisite skill is further divided into qualification, motivation, and information. Purposeful sampling was used, and textbooks from grades 6th to eighth were selected. Elo and Kyngäs’s method was used to conduct content analysis, and NVivo software was used to code textbooks. It has been found that textbooks exclusively written for Pakistani students focus more on facts as records of past events and show less tendency for higher-order thinking skills such as collaboration, communication, and critical thinking skills. Conversely, the textbooks exclusively written for International Baccalaureate (IB) students emphasized the situation where the students not only developed requisite skills for civic and political participation but also created a situation where the students could develop a holistic view of events in history and global issues. The findings of this research have implications and recommendations for the written curriculum of elite schools

Indigenous DNA as a metaphor: Nation-building and scientific debates on the rediscovery of Taiwanese ancestry.

In this paper, I investigate the co-production of genetic research and national politics in post-martial law Taiwan. This entails analyzing two co-produced phenomena: the nationalization of biomedicine-in which the national discourse over racial/ethnic categories and ancestral origin increasingly shapes scientists' biomedical research; and the biomedicalization of the nation-in which people in public discourse increasingly use biomedical categories in characterizing national differences and identities. I analyze how the production and representation of scientific knowledge of the ancestral origins and genetic make-up of Taiwan have been embedded in Taiwanese politics. This includes the emergence of a new categorization into four great ethnic groups, multiculturalism, and the assertion of a distinct Taiwanese national identity, particularly in response to the People's Republic of China's claims of common ancestry. I also examine how the scientific findings produced in the lab have spilled out into both Taiwan and China through journals, media, history textbooks, and public disputes since the 1990s and brought about significant social impact.

Mujeres bajo la dictadura franquista: manuales escolares y representaciones del alumnado de secundaria

This research focuses on the relevance of incorporating the gender perspective in the teaching of recent Spanish history with the aim of building an inclusive democratic memory, which also incorporates the historical experiences of women, by examining two basic aspects: on the one hand, school textbooks; and, on the other hand, students' perceptions. To this end, attention is paid to the historical period relating to the Franco dictatorship, particularly to the experiences of women during that time, with the aim of approaching the ideas that students have about this period, in an attempt to understand whether these are related to the discourse that emanates from textbooks about this period. To this end, we mainly follow the qualitative paradigm, analysing both some of the Geography and History textbooks for 4th ESO most commonly used in schools, and the conceptions of 96 Valencian students, aged between 15 and 18, by means of a detailed questionnaire. The first results suggest a limited and stereotyped representation of women during the dictatorship in these textbooks, revealing worrying results in the students' ideas about the dictatorship in general and women's experiences in particular. Despite this, small advances can be glimpsed in some textbooks, as well as in the responses of some female students, which offer us an optimistic perspective to continue moving towards a more complete and complex teaching of history.

The Absent Curriculum in Finnish History Textbooks: The Case of Colonialism

This article examines the gaps in relation to the Sámi people and the colonization of Sápmi (Sámi homeland) in Finnish history textbooks. In the Finnish school system, there is very little knowledge about the Sámi and the colonization of Sápmi. The article uses the concept of the absent curriculum in order to highlight the gaps in history textbooks. The absent curriculum refers to topics and themes that could have, but have not, been included in the curriculum. Using discourse analysis, the article analyses two different time periods described in textbooks: the 19th and 20th centuries as well as prehistory. The results show that colonialist interventions in Sápmi are not conceptually tied to colonialism in the textbooks, even though some textbooks include descriptions of Finnish assimilationist acts in Sápmi. As regards to prehistory, the textbooks vary in their descriptions of the Sámi: some textbooks clearly define them as a distinct indigenous people, whereas others do not mention them at all. Finally, this article proposes some improvements that could enhance the inclusion of Sámi and colonization of Sápmi in history textbooks.

Analisis Pendidikan Karakter Pada Buku Teks Sejarah Kelas XI Kurikulum Merdeka

This study is based on the discourse that Indonesia will experience a golden age in 2045 so it is necessary to prepare quality human resources so that it can provide positive things in accordance with what is expected. The education unit is the main gate of success. Not only creating quality human resources but education needs to shape character in accordance with national values to face challenges in the future. Based on this analysis, this study aims to describe the character education contained in the history textbook for class XI of the Merdeka Curriculum provided by the government as a learning facility. This study was conducted using content analysis with the history textbook grade XI Merdeka Curriculum as the subject and character education as the object. The existing data is then analyzed in a qualitative way by reducing data, presenting and drawing conclusions. From the study that has been carried out, a connecting line can be drawn that in the history textbook for class XI of the Merdeka Curriculum, which consists of four chapters starting from the colonialism period to the proclamation, there is character education in accordance with the indicators that have been formulated, which include spiritual, nationalist, independent, shoulder to shoulder, and integrity.

Silencing the Indigenous Perspective in the Textbook Accounts of Norwegian Migration to America

The historiography of Norwegian migration to North America in the 19th and early 20th centuries had, until recently, largely ignored its impact on indigenous people. Taking as a point of departure the presentations of migration to America in Norwegian lower and upper secondary school textbooks in social studies and history, this article demonstrates that the displacement of Native Americans is mostly absent in these presentations, and almost none of the textbooks discuss it in terms of settler colonialism. Such a narrative sustains the perception of North America as a sparsely inhabited continent with enough space for everyone and ultimately justifies Europeans’ right to claim possession of the land. Given that the consequences of settler colonialism continue to persist to the present day, I argue that ignoring the fact that Norwegian migrants were also settlers reproduces historical power relations and oppressive epistemologies. Aligned with the view that history education based on a single master narrative hinders critical thinking, this article contends that there is a need to decolonize the teaching of Norwegian migration to America by incorporating the perspective of Native Americans.