School History Curriculum Research Articles

Countering Colonial Narratives Through The Secondary School History Curriculum: A Case of the Zimbabwean Post-colonial School History Education From 1980 to 2022

Countering Colonial Narratives Through The Secondary School History Curriculum: A Case of the Zimbabwean Post-colonial School History Education From 1980 to 2022

Unmasking Southern White evangelicalism in U. S. history education: Racialized theopolitical discourses at work

White evangelical churches and organizations play a significant role in mobilizing congregants as participants in the white Christian nationalist movement. This fusion of faith and politics has made white evangelicals “ambassadors” of white Christian nationalism (Miller, 2022). This paper interrogates the history, theology, and politics of white Christian nationalism to understand its influence in the U. S. educational system, specifically its implications for K-12 history curriculum in public schools. Beginning with current legislation around critical race theory, this paper traces the intersection of evangelical and conservative discourse in the Southern United States. This historical analysis shows how the white, Southern evangelical record on race and racism accommodates the theopolitical ideology of the white Christian nationalist movement. This paper argues the current white evangelical challenges to critical race theory and demands to teach “alternative histories” about America’s racial past not only limits discussions around race and power in classrooms but distorts the curriculum with white Christian nationalist tenets disguised as truth.

The Future of Diversity, Equity, and Inclusion in Embattled Environments: The Challenge to Educators and Providers Serving a Growingly More Diverse Geriatric Population and How to Overcome that Challenge

Diversity, Equity, and Inclusion (DEI) is the organizational approach to ensure fair treatment and welcomed participation of all groups. We can trace the roots of DEI back to the 1906’s civil rights movement and the African American struggle. As the movement evolved, it encompassed other groups vulnerable to discrimination. These groups include people of different ages, races, religions, ethnicities, different physical abilities, neurodiversity, socioeconomic means, genders, and sexual orientations.DEI is an important aspect of our healthcare institutions in the way of recruitment, admission, hiring, promotions, and practices. DEI is now under fire in several states. This has implications for the quality of training, effectiveness, and delivery of healthcare to all diverse populations. Our geriatric populations have grown more diverse by way of an aging immigrant population entering the healthcare system, as well as our own native-born needing more access to healthcare as they've aged. With these populations in mind, the need to continue creating and nurturing a diverse provider culture that is attuned to the complex needs of this growingly more diverse aging population is imperative.At the time of this writing, there have been 30 bills that seek to eliminate DEI from public institutions. Texas has passed Senate Bill 17 which bans diversity programs in public universities. The state of Florida teetered on effectively banning AP Psychology courses as part of the governor's “Stop W.O.K.E Act.” This is an effort to stop teachings about sexual and gender identity topics. Florida has also been in the news for school history curriculum proposals that would teach how some blacks benefitted from slavery. Just as states are eliminating once-protected aspects of reproductive rights and generating talk of reproductive bans on a Federal level, DEI is following this course. This country may methodically eliminate DEI at its peril. We must examine the effects this might have on our academic and clinical practices and our endeavor to deliver thoughtful inclusive health care to our aging population.

A Study of the Instructional Objectives of Key Competencies in Secondary School History Curriculum—A Reflection Based on the Taxonomy of Educational Objectives

Instructional objectives indicate the outcomes teachers want students to achieve. Objectives Taxonomy can enhance the precision of educational objectives, thereby providing better guidance for teacher instruction and student learning. This study presents the development and evolution of educational objectives in China and analyzes the influential international frameworks for taxonomy one- dimensional and two-dimensional educational objectives. Through these analyses, the study reflects on the main problems of secondary school history instructional objectives statements and summarizes some insights of educational objectives taxonomy to guide history instructional objectives statements.

The Continued Absence of the LGBTIQA+ Community in School History Textbooks in Post-Apartheid South Africa

School history textbooks in South Africa are essential teaching and learning materials for most history teachers and learners, because they are often the only materials used to engage with the past. These textbooks are also considered to contribute to the construction of an ideal citizenry, as well as fostering national identity, unity, and reconciliation (Bertram and Wassermann 2015; Bam, Ntsebeza and Zinn 2018). However, our concern is that while textbooks appear to be used to construct an ideal citizenry who is supposed to have reconciled and united into one national identity, there also appears to be a concerted effort to exclude, within both the written and visual texts of the textbooks, those South Africans who identify as Lesbian, Gay, Bisexual, Transgender, Intersex, Queer/Questioning, Asexual, and many other identities (LGBTIQA+). Through abyssal and post-abyssal epistemology as our theoretical frameworks, and critical discourse analysis as our tool of analysis we were able to investigate how four history textbooks across four grades within the Senior and Further Education and Training phase that we purposively and conveniently sampled continue to exclude LGBTIQA+ contributions and experiences within the knowledge base of the school history curriculum, despite the pivotal role some played during the struggle against apartheid. We have since concluded that the erasure of the LGBTIQA+ community amounts to another dehumanising act against this group of people that is epistemic, existential, and ontological in nature. We also argue that this act denies all history teachers and learners, irrespective of their sexual orientations, the opportunity to engage with diverse historical contributions and experiences of all South Africans.

Pemanfaatan Peninggalan Sejarah Kota Medan dalam Pembelajaran Sejarah di Sekolah Menengah Atas Negeri (SMAN) 11 Kota Medan

An introduction to history in Indonesia may be familiar. Historical relics and other phenomenal stories can provide important lessons in history. Researchers conducted research at State High School (SMAN 1) 11 Medan. This research explores the use of the historical heritage of the city of Medan in history learning at SMA Negeri 11 Medan. The city of Medan, as a rich historical and cultural center, has a historical heritage that can enrich students' learning experiences. This research aims to identify the potential for using these historical relics in the school history curriculum, as well as analyzing their impact on students' historical understanding and interests. Through this approach, it is hoped that history learning at SMA Negeri 11 Medan can become more interesting and relevant, as well as provide a deeper understanding of local history. The results of this research can provide insight and guidance for educators to improve history teaching in the school environment. Researchers also see that there is an important role in knowing integrity and success through learning history so that students will feel more capable of understanding the genealogy of a region based on its historical sequence. It is hoped that through this research, both researchers and readers will love and appreciate the history of Medan City more through learning history at SMAN 11 Medan.

The Application of "Problem Chain" in High School History Teaching

Since the beginning of the new century, higher requirements have been put forward for high school history teaching. Especially with the promulgation of the new edition of General High School History Curriculum Standards in 2017, the five core qualities of history have clarified students as the main body of learning. In order to better realize the teaching goal and cultivate comprehensive talents, the "problem chain" teaching mode has become a new teaching mode, but there are some deficiencies in the current "problem chain" teaching mode, this paper explains how to better implement the "problem chain" teaching in senior high school teaching through specific cases. The applied research of "problem chain teaching" in high school history teaching has enriched the methods of high school history teaching, and has also become one of the important means to realize the core quality of history discipline.

History curriculum in Arab schools: between teaching and challenging the Israeli history program in Arab schools

ABSTRACT The goal of this study is to try to understand how history teachers in Arab high schools in Israel navigate their way between the official curriculum and their Palestinian-Arab identity. I examine how they broach learning material that contradicts their beliefs and their understanding of recent history in the region. To this end I used qualitative research based on interpretative phenomenological analysis. The participants included Arab teachers, both men and women, who we interviewed using in-depth open interviews. In the literature review and from the findings we can see that the state, through the education system in general and through history teaching in particular, tries to disconnect the Palestinian-Arabs from their history, their people, and their national identity. These practices fit the descriptions of settler-colonialists’ behavior toward indigenous populations. The findings show that the teachers use one of three approaches to deal with the state’s educational policy. One group of teachers focuses on achievement using the material they are given in order to stay out of trouble. Another group finds creative ways to cautiously expose the students to the Arab narrative. The third group faces the challenge head on, presenting the students with the Palestinian narrative in addition to the Jewish Zionist one.

Citizenship education through high school history in Turkey

This research was undertaken to better understand how the teaching of high school history contributes to citizenship education in Turkey. To achieve this goal, we focused on two main research questions. First, what does the history curriculum in Turkey include regarding citizenship education? Second, what do history educators think about contributing to citizenship education? Phenomenology, one of the qualitative research designs, was applied while seeking the answers to these research questions. Data diversity was ensured, and the history curriculum was analyzed in the first stage of the study. In the second stage, using a semi-structured interview protocol, interviews were conducted with history educators as the relevant curriculum implementers and the findings were examined using content analysis. It was found that the relationship between citizenship and history education is mainly centered on national identity construction. History courses promote democratic and global citizenship to a very limited extent, and, for a variety of reasons, the high school history curriculum of Turkey falls short of achieving the objectives of democratic citizenship education.

Incorporating Heritage Studies in Secondary School History Curriculum: A South African Perspective

Incorporating Heritage Studies in Secondary School History Curriculum: A South African Perspective

(Mis)educating England: eurocentric narratives in secondary school history textbooks

ABSTRACT The shortcomings of the current English secondary school history curriculum have been widely discussed since its inception in 2013. Less widely explored, however, are the narratives underpinning a key classroom resource: textbooks. In this paper, I review nine history textbooks currently in use in schools across the country, drawing on post-colonial theories in order to assess the extent to which the narratives of these textbooks are fundamentally rooted in Eurocentric discourses of superiority. Findings demonstrate that textbooks across the sample draw on outdated tropes when discussing Others in a global and historical context, ultimately reifying notions of ‘Oriental’ barbarism, despotism, and religious fanaticism, ‘African’ servility and submissiveness, and ‘native’ savagery and backwardness, whilst also emphasising ideas around European civility and advanced development. Accordingly, with few exceptions, the ‘master narratives’ of these textbooks wholly conform to the model I identify for Eurocentric worldviews, being (i) totalistic; (ii) oppositional; and (iii) teleological.

What’s in a word? modelling British history for a ‘multi-racial’ society

ABSTRACT In March 2022 the United Kingdom (UK) government published Inclusive Britain: the government’s response to the Commission on Race and Ethnic Disparities. This accepts the ‘bad apple’ understanding of racism but is incurious as to the historical context and existing power relations shaping racist attitudes, thereby creating a tension with its stated aim of developing a model history curriculum. This article will address two, key issues resulting from this tension: Firstly, it unpicks Inclusive Britain’s handling of race and, secondly, adopts a decolonial standpoint to critique its recommendation on how to make the school history curriculum more inclusive. The article concludes that Inclusive Britain’s vision of the UK as ‘multi-racial’ serves to re-establish racial categories as an unquestioned and unproblematic series of fixed, reified identities, without acknowledging the hierarchies and uneven power relations inherent in racial terminology.

Implementation of Senior High School History Curriculum: A focus on teaching methodology and resources

Implementation of Senior High School History Curriculum: A focus on teaching methodology and resources

INCULCATE HISTORICAL THINKING SKILLS IN TEACHING HISTORY

This paper discusses historical thinking skills inculcation in teaching History. The History subject of the Primary School History Curriculum (KSSR) was first introduced as a subject at the primary level in 2013. The History subject of the Primary School History Curriculum (KSSR) was first introduced as a subject at the primary level in 2013 for Level 2 starting Year 4 and is a core subject that must be studied. This aims to foster students' understanding of History subjects at an early stage so that students acquire and master the knowledge and skills of History. The research method is the combination of components or elements to form a connected whole. The findings show that before the New Primary School Curriculum (KBSR) which was introduced in 1983, the History subject formerly known as Chronicles was taught in primary schools to Grade 4, Grade 5, and Grade 6 students. In KBSR, elements of history were included in the subject Local Studies studied at Level 2 for Year 4, Year 5, and Year 6. The Malaysian Ministry of Education (KPM) outlines that the Primary School Standard Curriculum (KSSR) is formulated based on the principles of Rukun Negara (Pillar of the Nation), the National Philosophy of Education (FPK) and the pillars of KSSR which are i) communication; ii) Physical & Aesthetic Development; iii) Humanity; iv) Personal Skills; v) Science and Technology and vi) Spirituality, attitudes, and values. The KSSR History subject is also formulated on the same principle by emphasizing the cognitive, effective, and psychomotor domains as well as applying added value of the new millennium such as thinking skills, information, and communication technology skills, multi-intelligence skills, future studies, and lifelong learning.

Attempts to (re)capture the school history curriculum? Reflections on the history ministerial task team's report

The History Ministerial Task Team Report (HMTT) on the proposed compulsory school history in South Africa was made public in February 2018. Ever since, it has generated many debates and concerns among in- and pre-service history educators, History (of) Education scholars as well as the general public. Many of these concerns are premised on the fear that there is an attempt, at least by the state, through the work of the HMTT to (re)capture school history. This (re)capture, some argue, would deliver a school history that is both nationalist and patriotic in its approach, and glorifies only the African National Congress's (ANC) role in history, much in the same way as the apartheid curriculum glorified the role of the National Party (NP), Afrikaner nationalism and white supremacy thinking. However, we are convinced that there might as well be a different reading of the HMTT and its Report; thus, a different form of (re)capture. In this paper, we will explore, theorise and reflect on the HMTT's work and Report, as well as recent scholarly debates regarding the HMTT itself and its Report. This we do by employing the notion of (re)capture as our theoretical framework which is derived from the current 'state capture' discourse in South Africa. We then use this theoretical lens to review literature on the contested epistemic nature of school history, as well as to read and make sense of the HMTT and its Report. We conclude that those who argue that there are indeed attempts to (re)capture the school history for narrow nationalistic aspirations which are nativist in nature, provide us with a different reading of the HMTT and its report. We contend that the form of (re)capture advanced by the HMTT, and its Report is for a greater cause related to current calls for decolonisation and Africanisation of school history in post-apartheid South Africa - where the colonised ways of knowing and being can also take centre stage in the historical literature and where cognitive, epistemic, existential, and ontological justice is realised.

Changes and continuities in Ethiopian secondary school history education curriculum

Ethiopia is a home of nations and nationalities. In countries with diverse nations and nationalities, such as Ethiopia, history education plays an important role in promoting national consensus, unity, and peaceful coexistence. The main aim of this study is to investigate how the history of all Ethiopian peoples has been incorporated into the secondary school historical education curriculum. To address the intended objectives, the researchers conducted interviews with key informants who are familiar with the contents of Ethiopian history education materials, as well as document analysis of books, articles, journals, theses, history syllabi, history teaching materials, and other relevant historical sources were also examined. The findings gathered through interviews, and document analyses were cross-checked with existing literature and qualitatively analyzed. The study's findings reveal that the secondary school history education curricula has been revised from time to time to organize history education based on Ethiopian realities. The study findings indicate that the secondary school history curriculum did not accurately reflect the country's history. Ethiopia is a country in the Horn of Africa with over 80 ethnocultural and linguistic groups. The study also reveals that secondary school history teaching materials still today lack comprehensiveness and do not accurately depict the history of Ethiopia's nations, nationalities, and peoples. The study emphasizes that Ethiopian history teaching materials contents have been dominated by political history, certain regions and foreign history rather than the history of the diverse Ethiopian populations. There are still complaints concerning the content of Ethiopia's history education curriculum. So, it is recommended that historians, educators, curriculum designers, and stakeholders at the local, regional, and national levels work together to incorporate the Social, political and economic history of all Ethiopian peoples into the national history curriculum in a balanced manner.

Teaching and learning sensitive and controversial topics in history through and with decolonial love

The Curriculum and Assessment Policy Statement (CAPS) school history curriculum of post-apartheid South Africa is littered with sensitive and controversial topics. Many history teachers and their learners do not know how to confront these topics, especially in multiracial, multicultural, and diverse classrooms. Therefore, this paper explores how the idea of decolonial love (Sandoval, 2000; Maldonado-Torres, 2006) could inform alternative creative pedagogies or contribute to existing pedagogical frameworks that history teachers and their learners employ when engaging sensitive and controversial topics. In this paper I argue that decolonial love has the potential to enable both history teachers and their learners to engage with sensitive and controversial topics in history in ways that promote empathy, cognitive, social and epistemic justice, inclusivity, critical thinking, respect, love, and tolerance for others as envisioned in the CAPS document. This would, in turn, promote the transgression of knowledge boundaries for knowledge co-construction (Keating, 2013) and thus, enable a way of doing history that promotes pluriversal (situated) knowledges (Santos, 2014). Lastly, I argue that decolonial love can provide a useful pedagogical framework for teaching sensitive and controversial topics since it ties together different approaches to teach such topics.

Stakeholders' appraisals of the school history curriculum in Zambia on social media

This study attempted to capture stakeholders' views on the school history curriculum in Zambia. Stakeholders' views are an important aspect of curriculum development. Social media such as Facebook and WhatsApp have become platforms a section of Zambians uses to challenge the traditional education system. The study used a qualitative approach design by monitoring the e-comments of focus groups (teachers' forums) and individuals on Facebook on what some Zambians thought about the history curriculum. Social media was used because it provides an environment that removes traditional inhibitions of authority figures and meets people in their comfort zone, making them free to discuss otherwise sensitive topics. This research revealed that various stakeholders found the curriculum content irrelevant to the future they envisioned for themselves. The study additionally found that people in Zambia had been side-lined in discussions concerning curriculum development for history. People felt that they had been placed into the straitlaced role of consumers, and their feedback has never been sought. The study recommends revisiting the school history curriculum content to reflect stakeholders' needs and apply it to society. Curriculum developers should also pay attention to the voices of stakeholders in society.

Common Past, Different Visions: The Ukrainian-Russian Encounters Over School History Textbooks 1990s–2010s’

This article deals with the Ukrainian-Russian encounters in the field of school history education in 1990s–2010s. The theme investigates the context of the state- and nation-building processes in both countries. Three major topics are considered: history education and textbooks as a tool of civic education and citizenship building, the problem of unification and homogenization of the representations of the past in the light of citizen education, the attempts of Russia to promote a common vision of the past with neighbors, and Ukrainian responses. The major theme ends with the highlights from the most recent developments in the field of school history curriculum and textbooks in both countries in the context of the Russian-Ukrainian conflict and war of 2014–2021.

A Comparative Study of Thai and Indonesia High School History Curriculum

This article compares educational systems and high school historical curriculum between Thai and Indonesian. The method used in this article is a qualitative descriptive method. The data referred to in this article are from the Thai Basic Education Core Curriculum 2008 and the Indonesian Curriculum 2013. Thailand and Indonesia have the same education system. As for high school history subjects, there are similarities and differences. Both countries emphasize this subject, with all students required to study history. The difference is the content of Indonesian history subject is much more than Thai. The time allotted for studying Thai history is much less than Indonesian history.