History textbooks

When Hindu nationalist (or Sangh Parivar) organizations in India came to power at the national level in 1998, one of the first things they did was to establish a National Curriculum Framework (NCF) to change textbook content. The 2000 NCF curriculum debate reflected the intense conflict between competing visions of national identity that had dominated India's public and political discourse over the previous two decades. In a significant departure from earlier curriculum frameworks of 1972 and 1986, which stressed democratic values, social justice, and national integration through appreciation of the commonalities of different subcultures, the principal focus of the NCF was "value education." 1 The chief end of history, as of education as a whole, was presented as the development of a "national spirit" and "national consciousness" through generating pride in the younger generation regarding India's past and its unique "religio-philosophical ethos, which was presented as primarily Hindu." 2 These actions were vociferously challenged by academics and progressive, secular, liberal, and left groups who decried the Sangh Parivar's ideological efforts to recast history. In the summer and fall months of 2005, U.S. "Hindu" organizations with Sangh ties protested the California Board of Education, claiming that California textbooks discriminated against Hindus and presented a demeaning image of Hinduism. While there were indeed problems with the representation of Hinduism in the textbooks, the overall aim of the changes proposed by the Hindu Education Foundation and the Vedic Foundation was to propagate false notions of Indian history, such as that "Aryans" were the original or indigenous inhabitants of India, and that the core essence of Hinduism can be found in the Vedic religion of the Aryans. We will argue that these textbook edits attempt to manufacture a majoritarian view of society in which the cultural and political space for minorities will progressively shrink. The ongoing violence against Muslims in Gujarat, where the Sangh Parivar's political arm, the Bharatiya Janata Party (BJP) first came into office in the mid-1990s, and elsewhere in India, suggests that such a curriculum creates a setting in which social intolerance and injustices against minorities can be justified. U.S. legislators, policy-makers, and educators must therefore be particularly vigilant about the transplantation of this ideology to the United States in a post-9/11 climate. 3

Contrary to the prevailing view of the supremacy of theory, the paper argues for a cyclic connection of theory and empiricism in the process of knowledge creation in the field of history didactics. We justify this view against the background of the activity theory of the cultural-historical school and show how we use our concept of narrative competence, existing approaches to historical thinking and learning, and empirical analyses from our research project “Research of Learning Processes in History” to substantiate historical thinking and learning in such a way that its understandings contribute to social orientation in relevant fields (e.g., research, history teaching). Finally, we discuss the opportunities and challenges of our approach and draw implications for the relationship between theoretical and empirical (as well as normative and pragmatic) knowledge production.

European engagement with Indian intellectual tradition and knowledge corpus began much before the political ascendence of the East India Company and eventual accession of India as a British colony. Several scholars from across Europe had been exploring Indian texts, including ancient scriptures and extant literary creations in Sanskrit and other languages of India. It was during one such exploratory expedition in India that William Jones established the Asiatic Society of Bengal at Calcutta in 1776. By the beginning of the 19th century, the study of Indian philosophy, language, literature and cultural constructs had entered the portals of several European universities under the rubric of Indology. Such leading philosopher-scholars of the time as Schopenhauer and Humboldt had translated and written extensive commentaries on Indian and Buddhist scholarship. These European scholars had described India as the native land of the highest philosophy and the land of imaginative aspirations. We could also add to this the rich Arabic and Persian literature that had emerged under the Moghul patronage and the multi-cultural heritage of music, dance and sculpture nurtured for centuries across the subcontinent. It was within this vast and diverse context was the existence of the network of village learning centres that Adams and Leitner referred to in their reports. Thus, when British schooling entered India through Christian Missions, the intellectual and cultural canvass of India was unbelievably rich and varied, and the British intelligentsia as well as the political class 1 was well acquainted with it. But the commercially inclined civil servants of the East India Company were unversed in the intellectual heritage of India that their scholar compatriots had been exploring. They were probably exposed only to James Mills' History of British India 2 published in the early 19th century, which described the Indian past as half-civilized and barbaric, rejecting the adulatory expositions presented by William Jones and other contemporary scholars. The Christian Missionaries who had the dual focus of education and spread of Christian theology could not fully fathom the Indian polytheism, multi-culturalism, multi-religious context and a host of languages thriving with rich literature across the sub-continent. Finding it difficult to penetrate the Indian religious and cultural setting merely through the spread of British schooling, they took recourse to vitriol, calling Indian religious practices, culture and customs barbaric and presenting themselves as spiritual saviours.

The article is devoted to how history is taught in Kazakhstan. We take a concrete example: how the complex history of World War II, a topic that has been highly ideologized in Soviet historiography, is presented in the history textbooks of the post-Soviet period. The study defines how the history of the Great Patriotic War-that is, the Soviet Union's struggle against the Nazis-has undergone conceptual transformations to varying extents in the textbooks of the countries of the former "socialist camp," with our focus being Kazakhstan. Additionally, the model of Kazakhstan's education is essential, as the country has yet to be left out of a definitive history of education narratives.

Balkan Türklerinin tarihten bugüne yaşadıkları ülkelerden birisi Karadağ’dır. Karadağ, Türkiye Türkçesi coğrafyasının batı sınırlarında yer alır.

Bu çalışmada, Karadağ’da yaşamış olan ve hâlen yaşayan Türklere dair bilgiler toplanmış ve incelenmiştir. Ayrıca, Karadağ Türklerinin tarihleriyle beraber XXI. yüzyıldaki durumları, dilleri, kültürleri ve gelenekleriyle ilgili özellikler de aktarılmıştır.

Eser, iki ana bölümde işlenmiştir.

“Tarih ve Kültür” bölümünde, Karadağ’a dair bütün tarihî, coğrafi, kültürel bilgiler toplanmış ve okuyucuya sunulmuştur.

“Dil” bölümünde Karadağ’da yapılan ağız derlemeler çeşitli alt başlıklarda ele alınmıştır.

(https://emagaza-tdk.ayk.gov.tr/detay/2706/yayin/)

Апстракт: Тема овог рада произашла је из потребе да се анализира однос између садржаја уџбеника и њихових аутора у односу на ентитетску и кантоналну власт у Босни и Херцеговини, као и тренутну политичку ситуацију, те њихов утицај на образовање ученика и обликовање критичког мишљења у најранијем узрасту. Живимо на простору Балкана, гдје су историјски догађаји испреплетени са политичким турбуленцијама, што често доводи до тога да појединим друштвеним групама неопходна слика о прошлости која ће им објаснити или оправдати садашњост, понекад и по цијену историјске тачности. Један феномен који је проистекао из политичких турбуленција јесте и титула "Херцега од Светог Саве". У раду ћемо истражити на који начин се ова титула помиње у уџбеницима у Федерацији Босне и Херцеговине, као и у уџбеницима који се користе у Републици Српској. Кроз компаративну анализу ових уџбеника, циљ је да се расвјетли утицај политичких структура на образовни систем и критичко мишљење младих генерација.

Noel Malcolm’s Bosnia offers the first full English-language narrative of Bosnian history, tracing the development of its distinct nationhood from Slavic migrations to the 1990s conflict and the Dayton Accord. Drawing on sources in 13 languages, Malcolm situates contemporary ethnic tensions within historical context, dismantling myths of inherent religious or ethnic animosity and exposing propaganda that portrayed Bosnia as inherently divided. He highlights the systematic destruction of Bosnia’s cultural heritage during the Balkan war as an attempt to erase its national identity, while critically examining Western involvement and failures. Accessible yet scholarly, Malcolm’s work underscores Bosnia’s historical continuity and political integrity, providing essential insight into both the country’s past and the forces shaping its present.

This paper demonstrates the ontological model of commemoration speeches given in Croatia that was developed as a part of the project "Framing the Nation and Collective Identity in Croatia: Political Rituals and the Cultural Memory of Twentieth Century Traumas". The research gathers linguistic, media and social data about seven commemoration practices connected to the wars of the 20th century using various methodologies involving audio-visual field recordings, transcription of commemoration speeches and the creation of a text corpus. This chapter presents digital humanities methods used to connect various levels of data analysis and digital resources, from natural language processing (NLP) of Croatian to conceptual enrichment through the processing of conceptual metaphors. These resources are integrated using the Neo4j database and the Python Py2Neo library for data manipulation of the ontological model that embeds the linguistic and media research in the context respectively of the social identity of actors, their interaction, institutional affiliations and cultural models they represent and express. The value of this ontological model is in fostering an interdisciplinary approach through the contextualization of data and targeted usage of digital resources.

The history of education in Afghanistan is influenced by complex social, political, and cultural factors, with a specific focus on the education of the marginalized Hazara minority. Despite their rich history, Hazaras have faced discrimination due to cultural and religious differences, hindering their access to quality education. This study delves into their educational journey, analyzing primary and secondary sources, government records, interviews, and scholarly articles. It traces Hazaras' education evolution from the late 19th century to the present, highlighting the challenges posed by political and social dynamics. The research sheds light on the struggles of the Hazara community to overcome discrimination, advocating for equity in education through Hazara-led initiatives and policy advocacy. Despite historic hardships, Hazaras have strived for education, contributing to various fields. Nonetheless, they still face educational challenges due to factors like scarce resources, unbalanced policies, and racial discrimination. The study underscores the importance of targeted policies and research for achieving educational equity, emphasizing the ongoing struggle for inclusion and quality education.

Si riproducono, con minime varianti, i primi due capitoli del volume: Stefano Bucciarelli, La filosofia di Mario Casagrande. Dalla Normale alla scuola democratica (ETS, Pisa 2021).
L’opera ricostruisce l’itinerario umano, culturale, politico, professionale di Mario Casagrande, sulla base di una estesa ricerca e di una inedita documentazione.
La sua filosofia, ispirata agli ideali civili dell’illuminismo, dello storicismo laico, del marxismo, si sviluppò nel confronto tra cultura umanistica e cultura scientifica, nel vivo delle discussioni sul rinnovamento e sulla  riforma della scuola in senso democratico.

Stefano Bucciarelli, La filosofia di Mario Casagrande. Dalla Normale alla scuola democratica (ETS, Pisa 2021): the first two chapters of the book are here reproduced.
The work, based on extensive research and unpublished documentation, reconstructs Mario Casagrande's personal, cultural, political, and professional itinerary.
His philosophy, inspired by the civil ideals of Enlightenment, secular Historicism and Marxism, developed in the comparison between humanistic culture and scientific culture, in the midst of discussions on renewal and democratic reform of the Italian school system.

RESUMO Neste artigo será apresentada uma mágica matemática, que envolve adivinhar a quantidade de tampinhas que são distribuídas, secretamente, em cada uma das mãos de um voluntário. Após o voluntário distribuir uma certa quantidade de tampinhas em cada mão, ele multiplica uma mão pelo multiplicador 'u', multiplica a outra mão pelo multiplicador 'u 3 ' e depois soma os dois resultados. O voluntário então informa ao mágico esse resultado final. O mágico faz algumas contas mentalizadas e, então, adivinha quantas tampinhas o voluntário distribuiu em cada mão. A explicação do porquê da mágica funcionar envolve contas simples de álgebra elementar e desigualdades elementares, conforme será visto no artigo. A mágica é apropriada para ser aplicada no nono ano do Ensino Fundamental e também no Ensino Médio, para fins de aprendizado ou fixação dos conteúdos de equações e inequações do primeiro e segundo graus. Há perspectivas de futuras pesquisas que possam agregar ou aumentar as possibilidades de aplicação da mágica. Palavras-chave: truque das tampinhas, matemágicas, equações, inequações, ensino de matemática, mágica.

History textbooks can and primarily should contribute to the strengthening of students' awareness of universal human values. However, history textbooks can also deepen the divisions, prejudices, and uncritical attitudes, contrary to the goals of education. The youth population, which is still building and creating their point of view towards the world is the main group in the education process. The learning period, in the elementary, as well as in the secondary education is of utmost importance for the development of every human. To that end, history, through the contents of the past largely shapes our perceptions of every individual, ourselves, and the others. Since we are living in a multiethnic and multi-confessional society, I have decided to conduct an analysis of the teaching contents of high school textbooks related to religion. Another reason for the analysis is the role of religion in the formation of Balkan nations, which have made it one of the key elements of their national identities. It is often given the role of raising and strengthening the national awareness, patriotism, as well as the country homogeneity, which most often leads to forming prejudices, divisions, and discrimination towards people of minority religions. The large volume of content related to the religion, and also the mere fact that Muslims are the second largest religion group in the population, I have decided to analyze the contents which are related only to the Islamic religion. The goal is to look for both the positive and negative sides of those contents in history textbooks in secondary schools, which are backed by state institutions that are supposed to take care of the development of competitive, creative, progressive, and ethically formed human potential. The critical review will give an additional impulse to the efforts of eliminating those parts of the teaching contents that create divisions and prejudices, especially in history textbooks, so that its studying can become the key factor in the building of trust between people of different religions.

Article Info History textbooks besides educating students can also deepen the divisions, prejudices and uncritical attitudes contrary to the goals of education, and the youth population is the most vulnerable group. To that end, the main goal of this paper is to analyze the teaching contents of high school textbooks related to religion. In particular, this paper examines the role of religion in the formation of Balkan nations, which have made it one of the key elements of their national identities. Due to the large volume of content related to the religion, as well as the mere fact that Muslims are the second largest religious group in North Macedonia, this paper analyzes the contents which are related only to the Islamic religion. The literature review and the overview of the legal framework will give an additional impulse to the efforts of eliminating those parts of the teaching contents that create division and prejudices, and thus, its studying can become the key factor in the building of trust between people of different religions.

Questo breve testo nasce da alcune domande, che ritengo sempre meno eludibili:
quali funzioni vengono assegnate alle politiche educative in uno "stato cliente" nello scenario della terza decade del XXI secolo,
come queste funzioni possono influire su indicazioni programmatiche e linee guida efficaci nell'indirizzare la strutturazione dei libri di testo e nell'orientare la prassi didattica di larga parte dei docenti,
quali spazi infine rimangono aperti per esprimere la libertà di ricerca ed insegnamento?

Gudit (fl . tenth century) , also known as Yodit or Judith, or under her Ethiopian nickname “Esato” (“Fire”), was a legendary Ethiopian queen, who in the tenth century is claimed to have invaded Aksum with her army, burned and plundered the city, and overthrown the Aksumite king, thus causing the downfall of the Aksumite Empire. She is also said to be the founder of the Zagwe dynasty.

Ovom monografijom Dušan Spasojević je dao nemerljiv doprinos srpskoj (i grčkoj) istoriografiji i ostavio čvrst oslonac svim budućim srpskim diplomatama u Grčkoj, koji će zahvaljujući njegovoj knjizi moći veoma lako da steknu uvid u prilike u zemlji u koju dolaze. Spasojević nije istoričar, ali je njegova knjiga naučno, istoriografsko delo, koje je zasnovano na srpskim i grčkim arhivskim izvorima, relevantnoj literaturi i periodici. Autorov lični doživljaj i profesionalno iskustvo boravka u Grčkoj nisu mu pomutili objektivnost, već su mu olakšali razumevanje nekih procesa iz prošlosti. Knjiga „Grčka: Rat za nezavisnost, stvaranje države i preporod nacije“ ima veliki naučni, kao i širi društveni značaj. Ona je važan doprinos srpskoj istoriografiji i prilika za širu javnost da bolje upozna narod i zemlju koji su u mnogo čemu bliski Srbima i Srbiji, mada se o njima u srpskom društvu ne zna dovoljno.

While the NSC CAPS does prescribe topics to be taught in the FET Phase of schooling, it does not restrict an educator from teaching additional topics or extending topics. It will be argued that there is a necessity for learners to develop a deeper understanding of prescribed CAPS topics in Grade 12, which includes the Research Task. It is suggested additional topics in the Grade 10 curriculum, such as aspects of the “American War of Independence” and the “Abolition of Slavery” in both the British Empire and United States of America need to be taught, and the sub-topic in Grade 11 on Pan-Africanism needs to be extended for this purpose. In asking why history educators do not extend aspects of the curriculum, this paper explains what and how expanding the history curriculum should be undertaken through the three-year programme of the FET Phase. More importantly, it is suggested this approach provides learners with insights to engage and contribute to current debates in South Africa an...

While the NSC CAPS does prescribe topics to be taught in the FET Phase of schooling, it does not restrict an educator from teaching additional topics or extending topics. It will be argued that there is a necessity for learners to develop a deeper understanding of prescribed CAPS topics in Grade 12, which includes the Research Task. It is suggested additional topics in the Grade 10 curriculum, such as aspects of the "American War of Independence" and the "Abolition of Slavery" in both the British Empire and United States of America need to be taught, and the sub-topic in Grade 11 on Pan-Africanism needs to be extended for this purpose. In asking why history educators do not extend aspects of the curriculum, this paper explains what and how expanding the history curriculum should be undertaken through the three-year programme of the FET Phase. More importantly, it is suggested this approach provides learners with insights to engage and contribute to current debates in South Africa and the world at large. The paper will conclude with recommendations on how this in-depth understanding can be incorporated into the curriculum.

Abstract

English:
This work explores the transformation of the state in the age of identitylessness through the lens of the Pelazim Theory, examining postmodern fractures in international relations. By integrating political philosophy, poststructuralism, and critical theory, it analyzes how states redefine sovereignty, power, and identity within the fragmented realities of the 21st century. The study offers a conceptual and philosophical framework to understand the challenges and opportunities emerging in a world where traditional political boundaries and notions of belonging are being reconfigured.

Türkçe:
Bu çalışma, kimliksizlik çağında devletin dönüşümünü Pelazim Kuramı perspektifinden ele alarak uluslararası ilişkilerdeki postmodern çatlakları inceler. Siyaset felsefesi, postyapısalcılık ve eleştirel kuramı bütünleştirerek, devletlerin egemenlik, güç ve kimlik kavramlarını 21. yüzyılın parçalı gerçeklikleri içinde nasıl yeniden tanımladığını analiz eder. Çalışma, geleneksel siyasi sınırların ve aidiyet anlayışlarının yeniden biçimlendiği bir dünyada ortaya çıkan sorunları ve fırsatları anlamak için kavramsal ve felsefi bir çerçeve sunar.

Despite significant educational reforms by post-apartheid South Africa aimed at democratising and decolonising its education system, a concerning exclusion persists: Black intellectuals, particularly the 1950s Drum generation and their contributions to the liberation struggle, remain marginalised within the knowledge base of the post-apartheid school history curriculum. Using epistemic coloniality and epistemic disobedience as the first aspects of our theoretical framing, we investigated this peripheralisation. Additionally, we also used historical significance and epistemic pluriversality to frame our argument for Peripheralisation of some histories in the school history curriculum in the postapartheid South Africa: The case study of the 1950s Drum generation and their contributions to the liberation struggle

In developing research into the political history of Lithuanian diaspora and following archival documents, the origins of the Lietuvos laisvės komitetas (Lithuanian Freedom Committee -Committee for a Free Lithuania)  and its activities are analyzed. The answer is sought - how, in the conditions of peaceful coexistence of great powers, our politically active compatriots managed to keep the cause of Lithuania's liberation alive?

ZusammenfassungIn der Scientific Literacy und der Context-Based Science Education wird dem Lebensweltbezug eine hohe Bedeutung zugeschrieben. In vielen Forschungsprojekten zum Lebensweltbezug, ein Aspekt der Aufgabenqualität, werden schriftliche Aufgabenstellungen beurteilt und ausgewertet. Eine Schwierigkeit beim Analysieren von Aufgaben ist die Tatsache, dass die Bewertung von geschulten Beurteilenden anders ausfallen kann als durch die Zielgruppe im Unterricht. Die Dokumentenanalyse bildet das objektive Potenzial der Aufgaben aus Sicht der jeweiligen Beurteiler:innen ab. Die Einbettung der Aufgaben im Unterricht, das Niveau der Lösungen sowie die Aufgabeneinschätzung der Lernenden werden weggelassen. Studien, die sich mit der Analyse der schriftlichen Aufgaben und der Aufgabenbeurteilungen durch Lernende im Unterricht auseinandersetzen, existieren derzeit kaum. Um diese Forschungslücke zu schmälern, wird in diesem Vorhaben verglichen, wie fachdidaktische Lehrmittelautor:innen ihr...

Croatia, 'Greater Serbianism', and the conflict between East and West Christ's remarkable principle: 'Love your enemies, bless them that curse you, do good to them that hate you, and pray for them that use and persecute you.' That selfless sentiment has remained throughout history a cry of the weak, or an expression of those who have accepted their doom . . . No matter how many examples can be found in life and history to support such renunciation, it has never overcome the passions of hatred and the desire to dominate or to take revenge. (Franjo Tudjman, Horrors of War) ERBIA WAS CERTAINLY not alone in its revision of history, nor in its use of national mythology. The Croatian government also saw the merits of reinterpreting history to buttress their own political objectives. Many of Croatia's most interesting national myths were created well before the collapse of Yugoslavia. Franjo Tudjman's rise to power in 1990, and the eventual independence of Croatia, after almost five decades of Communist federalism, engendered a fertile climate for national myth creation. Croatia's national propaganda evolved within an authoritarian context, and many of the central themes favoured by Croatian writers were similar to those advanced by their Serbian counterparts. The spectre of 'Greater Serbia' -which became likened to an anti-Semitism for Croats -was remarkably similar to Serbophobia. Many other myths appeared to be a reaction to a fear and strong distrust of the Serbs. Several, like the 'state right' tradition, the Antemurale Christianitatis, and Medjugorje, proved the existence of a civilised, peace-loving and enlightened Croatia. Other myths advanced the claim that the Serbs were religiously, culturally, and racially part of an Eastern and therefore inferior civilisation, while the Croats were more Western, more enlightened, better educated, and more democratic.

Chinese and Korean protests over “revisionist” Japanese histories of World War II are well known. The impact of contested Chinese and US histories of the Korean War on US-China relations today has received less attention. More broadly, there has been little research seeking to systematically explore just how history textbook controversies matter for international relations. This article experimentally manipulates the impact of nation (US/China), of source (in-group/out-group textbooks), and of valence (positive/negative historical narratives) on measures of beliefs about the past, emotions, collective self-esteem, and threat perception in present-day US-China relations. A 2 × 2 × 2 design exposed randomized groups of Chinese and US university students to fictional high school history textbook accounts of the Korean War. Findings reveal significant effects of nation, source, and valence and suggest that the “historical relevance” of a shared past to national identities in the present...

Jelen tanulmány a kutatástörténet lehetséges témái (bibliográfiakészítés, kronológia-összeállítás, kutatás-rekonstruálás stb.) közül a tankönyvi illusztráció-kutatások és a különféle teoretikus megközelítések konklúzív írásait (monográfiák, tanulmányok stb.), azok tanulságait tekinti át avégett, hogy a kutatási előzményekre építve a tankönyv-illusztráció vizsgálata tovább strukturálható, fejleszthető legyen. A már megválaszolt kutatói kérdések alapot nyújthatnak mind a horizontális, mind a vertikális vetületű kutatások elmélyítéséhez, továbbgondolásához. Az írásmű tehát bemutatja és összefoglalja azon kutatási előzményeket és publikációkat, melyekre napjaink tankönyvi illusztráció-kutatásai támaszkodhatnak, építkezhetnek. A historiográfiai áttekintés főként a képek, illetve képi források tárgyalására szorítkozik, a kutatási előzmények tudatos feltárása pedig a globális szemléletet tartja szem előtt, s a bölcsészettudományok (irodalom- és kultúratudományok, neveléstudományok, pszichológiai tudományok, történelemtudományok) területére korlátozódik.

My thesis statement for this bibliography is: what events caused Cold War Revisionist historians to blame the United States. Traditionally, we are taught the Cold War from the time of Junior High all the way to High School that Soviet expansion and aggression were the causes of the Cold War. We, as American students, we were led to believe the United States did no harm during this period. We were taught that the United States did what it took to keep the world from devolving into World War Three. Then we get to college and our professors start to peel the layers back as to how complicated the Cold War got. With KGB spies and our CIA agents using any means necessary to one-up the dynamics of the Soviet vs. USA conflict, there ended up being a significant gray area that saw both sides bending the rules of the Geneva Convention. Events like the United States interfering in Chile’s government when the people elected a Marxist-leaning leader, Salvador Allende, and replacing him with the even more ruthless Augusto Pinochet. Even worse, the Soviet Union tried to overthrow Afghanistan to undermine the Muslim majority there,

This study examines the story of Pluton Głuchoniemych, a fighter unit of deaf soldiers that fought during the infamous Warsaw Uprising. Despite their active participation, the memoir of their contributions remains not-well known in today's historical narratives. The research questions how these disabled soldiers are represented in the polish military history and how their involvement challenges traditional notions of communication and heroism.

In this paper we aim to analyze the beginnings of the Royal Military Academy of Rio de Janeiro. There will be a brief outline of the Portuguese University Reform of 1772 concerning the creation of the first Faculty of Mathematics in Portugal, a direct inspiration for the mathematics part of the Royal Military Academy. Then we outline the situation in Brazil before and after the arrival of King D. João VI in Rio de Janeiro in 1808. We discuss in detail the founding document of the Academy, examining some of its more innovative aspects. We finish by underlining some of the characteristics of the students at the Academy in its first decade, and we describe some difficult situations affecting the Academy in the same period.

Despite Hungary's nearly quarter-century membership in the European Union (EU), less than half of its citizens hold a positive mental image of the EU. Education plays a crucial role in fostering and reinforcing a sense of European identity and awareness among students, with textbooks serving as key tools in shaping students' understanding of European values, citizenship, and identity. This study aims to assess how European identity is represented and integrated into contemporary Hungarian primary school geography textbooks within the framework of the European dimensions in education. In the Hungarian public education system, only textbooks that have been prepared by the state may be ordered from the lists of textbooks for use in state schools. Consequently, these textbooks are significantly dependent on the National Core Curriculum (NCC), as they must comply with its standards, although differences in proportions may occur. The study employs content analysis to evaluate the reflection of European identity in regulatory documents (NCC, framework curricula) and across different grade levels and textbook versions, with a particular focus on the incorporation of the European Dimension in Education (EDE) indicators (Ledic et al., 2016). The textbooks were subjected to a systematic review to ascertain their implementation of EDE indicators. The findings suggest that while the textbooks adequately address European topics, they lack sufficient depth and thought-provoking content to effectively foster the development of

Çocuk edebiyatında resimli öykü kitaplarındaki kahramanların davranışları ve üstlendikleri roller çocukların kişilik gelişimleri açısından önem taşımaktadır. Bu yüzden kahramanların üstlendikleri meslekler ve bu mesleklerin nasıl verildiği son derece önemlidir. Araştırmanın amacı 4-6 yaş çocukları için yayımlanan öykü kitaplarındaki kadın kahramanların üstlendikleri meslekleri incelemektir. Bu araştırma nitel bir çalışmadır. Amaçlı örnekleme yöntemiyle Çocuk edebiyatı alanında yayın yapan 5 yayınevinin 123 kitabından kadın kahramanların mesleklerinin bulunduğu 19 tane 4-6 yaş çocuk öyküleri veri setini oluşturmuştur. Kitaplardaki kadın kahramanların üstlendikleri meslekleri söylem analizi çerçevesinde değerlendirilecektir.

This report examines the first Georgian textbook of world history, pub
lished by Georgian Catholic monks at the Montauban monastery in France in  1877. Georgian historiography has unjustly overlooked this work, and no scholar  in the Georgian academic community has previously attempted to study this  pioneering textbook. The present work represents the first comprehensive examination of this subject.
  The textbook serves as the primary historical source for this report; therefore, we have employed research methods typical of historiographical studies.  Methodologically, the report is grounded in historical cognition. All aspects of  the manual and related issues concerning the history of the Montauban monastery are discussed in detail. We utilized hermeneutic and discourse analysis  to identify the cultural and historical context in which this textbook was written. Significant research was required to determine the author’s identity.
The report explains the motivations that prompted the Montauban mon
astery monks to publish this textbook, as well as the circumstances that prevented it from becoming established in the educational system of the late  19th century. The significance of the 1877 Montauban textbook is considerable,  particularly given that this work by Georgian Catholic monks represents the  first attempt to create such literature in the Georgian language, though it was  not without flaws.
While the study of textbooks is well-established in Western historiog
raphy, interest in this field has only recently emerged in Georgian academic
circles. Textbook studies are important because they most tangibly reflect both  the historiographic trends of their contemporary era and the historical context  in which they were produced. A comprehensive study of this textbook clearly  reveals another significant contribution of Georgian Catholic figures: the publication of the first Georgian textbook of world history.

The use of history textbooks in order to instill particular images of the nation and national identity has been widely recognized, with a proliferation of studies focused on the problematic content in textbooks. Yet, history textbooks rely on a range of other media like maps, graphs, illustrated timelines, and photographs, which also play an important role in visually signposting the nation. While some of these images serve primarily as a form of representation aligned with the text itself, other aspects of visual content distinctly and autonomously construct national identity. In this piece, relying on qualitative visual analysis, we point to the function played by images in symbolically constructing the nation in contemporary primary school textbooks in five post-Yugoslav republics, Bosnia and Herzegovina, Croatia, Montenegro, Serbia, and Slovenia.

This article aims to highlight the representation of Greek mythology in Greek primary textbooks and the educational purpose of this representation, which includes macroscopic rearrangement, modification of individual texts, and addition of ancillary materials. In Greek primary schools, third graders begin to learn mythology in the introductory part of the subject History. The educational aspect of mythology in textbooks focuses on heroes being represented as exemplary models for teaching values to children. The texts reflect modern metanarrative of individualism, which teachers and parents consider important for children to learn. In its entirety, the textbook repeats each hero’s fighting spirit and struggles (macroscopic metanarratives). In addition, each story is modified to manifest only the hero’s individual accomplishments, concealing their negative aspects, and underestimating the influence of social contexts such as gender discrimination (modification of individual texts). Mo...

The history textbook for first-year high school students in Turkey is an idea-oriented, and we will try here to explain the scientific motivations of its author in an objective and problem-oriented way. The method applied in this article is content analysis, which is commonly used to describe the characteristics of the message in order to achieve the research results, which is to identify the values and theories used in the textbooks. The aim of the research is to provide a clear picture of the state of history textbooks or history teaching in Turkish schools.The results of the research indicate that in today's Turkey, besides to the idea of transferring past knowledge to the present generation, the teaching of historical thinking and problem-solving skills has replaced the previous methods. As a result of such a method, the correct learning of history relies on two basic factors, namely " the design of the teacher's narrative " and "a good educational textbooks". From this perspective, a thorough analysis of the curriculum frameworks of other countries, will help Iranians keep pace with global advances in education, eliminate educational gaps, and also be creative in defining content and educational policies. The achievements in the study of the newly printed history textbook are cited as follows: arrangement of information or data in the format of various standard tables and processing textbook data based on a statistical population such as teachers and students, extracting important components of the content dimensions of the work and processing them for compliance with predefined educational goals, examining the evolution of the Turkish education system's attitude towards the history of the ancient world, the position of basic components such as local, world, and Islamic history in a textbook, providing tangible examples of soft skills considered in the Turkish educational system, examining the attitude of modern history in the writing of history textbooks, and the effects of the political dominance of Islamists on the category of history writing in Turkish schools.