This edited book explores the problems and challenges of negotiating the representation of ethnic minorities within history education. It investigates how states balance the (non-)acknowledgement of the reality of cultural or religious diversity, and the promotion of a point of convergence in history education to foster national identity. Shifting our attention away from the intractable challenges posed by post-conflict countries for reconciliation, the contributors draw attention to the need to explore ways to prevent or pre-empt conflicts and exclusion through history education, which could contribute to developing a more sustainable culture of peace. Drawing on a wide range of contexts and sources, this book asks how history education could contribute to forming critical, historically informed, and committed young citizens. The book will be of interest to students and academics working on themes such as nationalism, citizenship, ethnicity, history education, multicultural education, peace studies and area studies, as well as practitioners in the fields of history, social studies, civic or citizenship.
Chapter 1: Introduction: Negotiating Ethnic Diversity With National
Identity in History Education.- Part I: The Politics of Reconciliation and
History Education in Post-conflict Contexts.
Chapter 2: Peace Through
History Education: The Activities of UNESCO, the Georg-Eckert-Institut and
the Council of Europe.
Chapter 3: Cure or Disease? History Education and the
Politics of Reconciliation in East Asia.
Chapter 4: Unity in Diversity or
Political Separation Driven by Cultural Difference? Textbook Revision in
Bosnia and Herzegovina.
Chapter 5: Curricular Decentralisation as an
Antidote to Burmanisation? Including Ethnic Minorities Histories in
Myanmars Government Schools (2011-20).- Part II: Negotiating the History of
Minorities in European Settler Countries and a Former Empire.
Chapter 6:
Portrayals of Ethnic Minorities, Migration and Empire in English History
Textbooks (1920-2020).
Chapter 7: History Education and Historical Thinking
in Multicultural Contexts: A Canadian Perspective.
Chapter 8: National
Identity in the History Curriculum in Australia: Educating for Citizenship.-
Chapter 9: Potentially Transformative: Aligning Mori Perspectives, Difficult
Histories and Historical Thinking.- Part III: Reconciling Ethnonationalism
With Ethnic Diversity in Asia.
Chapter 10: Reconstructing the Nation:
Struggles in Portraying Ethnic Minorities in Chinese Mainstream History
Textbooks.
Chapter 11: Historical Narratives and National Identity in Lower
Secondary History Textbooks in Malaysia (1959-2020).
Chapter 12: National
Identity and History Teaching in Singapore: Bringing the Malays Back In.-
Chapter 13: Constructing the Thai Race in Thai History Textbook Narratives.-
Chapter 14: Afterword: Minorities and History Teaching.
Helen Ting Mu Hung is Associate Professor and Senior Research Fellow at the Institute of Malaysian and International Studies, National University of Malaysia (UKM). Besides history education, her other research interests include national integration, multiculturalism, nationalism, gender and politics, identity and agency, and the politics of national identity.
Luigi Cajani is a retired Professor of Early Modern History at the Facoltą di Lettere e Filosofia, Sapienza University of Rome, Italy. He was formerly president (20122018) of the International Research Association for History and Social Sciences Education and is currently an associated scholar at the Georg Eckert Institute for International Textbook Research, Germany.
