Titlebook: Globalisation, Nation-Building and History Education; Joseph Zajda,John Whitehouse Book 2024 The Editor(s) (if applicable) and The Author(

debunk

Teaching History and Learning National Identity in the Classroom,The significance of teaching and learning history in schools had been widely accepted by numerous educators and policy makers around the world. Recently, teaching and learning history, as a curriculum discipline, in a number of countries has been characterised.

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是贪求

白杨鱼

https://doi.org/10.1007/978-3-031-44813-3citizenship education; critical theory and education; cultural diversity and education; cultural identi

prosperity

敲诈

Johann Karl Friedrich Rosenkranz,e 370 years later, Foucault (1970) introduced his modern epistemological construct of power-knowledge, in his works, to explain the nexus between knowledge, language, and power. For Foucault, power and knowledge are not seen as independent terms, but are inextricably related concepts, as knowledge is always an exercise of power, and vice versa.

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Book 2024uilding—as depicted in history school textbooks. It focuses on the interpretation of social and political change, significant events, and examining possible new biases and omissions in school textbooks. The ‘Europeanization’ of history textbooks in the EU is an example of western-dominated Grand Nar

拖债

含糊

Historical Narratives Depicting Significant Events in Russian History Textbooks,ls, 2006; Smith, 1991; Sherlock, 2005; Zajda, 2017). Due to these on-going socio-political debates, history education has become a high-profile topic of national and global significance in the RF and elsewhere.