NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ694193
Record Type: Journal
Publication Date: 2005-Sep
Pages: 10
Abstractor: Author
Reference Count: 13
ISSN: ISSN-0362-6784
History Textbooks, Narratives, and Democracy: A Response to Majid Al-Haj
Gordon, David
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.
Journal Customer Services, Blackwell Publishing, 350 Main Street, Malden, MA 02148. Tel: 800-835-6770 (Toll Free); Fax: 781-388-8232; e-mail:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel