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

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Book 2024tes that the issue of national identity and balanced representations of the past continue to dominate the debate surrounding the goals, dominant ideologies and content of history textbooks, and historical narratives. It concludes that competing discourses and ideologies will continue to define and s

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Globalisation, Nation-Building and History Education

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Johann Karl Friedrich Rosenkranz, us all, that having and sharing informed knowledge was the essence of knowing and understanding the world and communicating its power. Similarly, some 370 years later, Foucault (1970) introduced his modern epistemological construct of power-knowledge, in his works, to explain the nexus between know

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https://doi.org/10.1007/978-3-476-05532-3nal identity, pointto parallels between the political significance of school history and the history debates globally (Macintyre & Clark, 2003; Nicholls, 2006; Smith, 1991; Sherlock, 2005; Zajda, 2017). Due to these on-going socio-political debates, history education has become a high-profile topic

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https://doi.org/10.1007/978-3-662-63051-8ks to enhance learning and teaching by underscoring the importance of method (Zajda & Whitehouse, 2023). In history education, Lee and Ashby (2000) distinguish between . and . knowledge. Substantive knowledge encompasses the subject matter of history (‘knowing that’): people, groups, developments, s

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