ERIC Number: EJ694193
Record Type: Journal
Publication Date: 2005-Sep
Reference Count: 13
History Textbooks, Narratives, and Democracy: A Response to Majid Al-Haj
Curriculum Inquiry, v35 n3 p367-376 Sep 2005
This response to Al-Haj's article, "National Ethos, Multicultural Education, and the New History Textbooks in Israel" argues for three theses: (1) history textbooks and the public and academic debates about their objectivity, truth, and bias fulfill a semantic function for the adults of the society; (2) contradictory ethnic narratives cannot be mutually legitimated, but instead, the educational challenge in areas where there are intractable conflicts is to invite students to participate in a process of continual creation of open-ended narratives for their own ethnic groups; and (3) ethno-national democracies can educate in an enlightened way if they invite the students to confront the deep dilemmas that their societies face.
Descriptors: Foreign Countries, Textbooks, Semantics, Democracy, United States History, Multicultural Education
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Israel