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1

ŽENY V UČEBNICIACH DEJEPISU

100%
Kičková A.
Studia Historica Nitriensia
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2013
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vol. 17
|
issue 2
207 – 211
EN
For a long time women were hidden in curriculum of history subject that focused mainly on the public domain. Undoubtedly women have played an important role in history. This article examines women’s history and a narrative in history textbooks currently used in the Slovak Republic and introduces some examples from other countries.
2

MOŽNOSTI ROZVÍJANIA KRITICKÉHO ZMÝŠĽANIA ŠTUDENTOV PROSTREDNÍCTVOM VYUČOVANIA DEJEPISU

100%
Otčenášová S.
Studia Historica Nitriensia
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2013
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vol. 17
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issue 2
212 – 219
EN
The article discusses the meaning of history classes in primary and secondary schools and the possibilities of turning history classes into means of developing critical thinking skills among the students. Three main problems of present-day history education are identified in the article: focusing on historical narratives, emphasizing of conflicts in past and creating the image of the glorious past of one’s own nation, which leads to the spreading of stereotypes about the self and the other. The author proposes the idea that history education could be improved by stimulating the students to work individually with the sources, by introducing lessons on historiography and history of ideas into primary and secondary education, and by developing discussions on current social problems and their historical roots within history classes themselves.
3

SVÄTOPLUK AKO SYMBOL NÁRODA A IDEÁL OBČIANSKYCH CNOSTÍ (V UČEBNICIACH DEJEPISU PRE ZÁKLADNÉ A STREDNÉ ŠKOLY VYDÁVANÝCH V ROKOCH 1918 - 1945)

88%
Otčenášová S.
Studia Historica Nitriensia
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2021
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vol. 25
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issue 1
91 – 112
EN
Analysing history textbooks used in Slovak schools in two different political regimes in 1918 – 1938 and 1939 – 1945, the article discusses the political instrumentalization of medieval ruler Svätopluk in school history education. Despite of changing regimes, different political values and agendas and developments in historical research, history textbooks tended to ascribe him in two distinctive roles, constantly. Historical hero, who became an iconic figure in Slovak nation-building historiography, was used in two different ways in the formation of the collective identity and collective memory of the pupils – as a symbol of social cohesion of the community – members of the nation, and as an embodiment of the fight against the Others – the enemies of the nation. This lead to the exclusion of many students with minority background (Hungarian, German, and in the later period also Czech) from the mainstream narrative and labeled them as enemies.
4

TRI REŽIMY – TRI INTERPRETÁCIE. ŽIVOT ĽUDOVÍTA ŠTÚRA V ČESKOSLOVENSKÝCH A SLOVENSKÝCH UČEBNICIACH DEJEPISU POUŽÍVANÝCH V ROZPÄTÍ ROKOV 1918 – 1989

75%
Otčenášová S.
Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied
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2016
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vol. 19
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issue 3
-
EN
The article discusses the image of Ľudovít Štúr portrayed in history textbooks used in elementary and high schools in Slovakia during three different political regimes in the period of 1918 – 1989. Štúr was a prominent nineteenth century Slovak politician, journalist and a principle organizer of the Slovak national movement. He was also the initiator of the codification of the Slovak language and coordinator of voluntary Slovak campaigns against Hungarian rule in Upper Hungary during the 1848–49 revolutions in the Habsburg Monarchy. He has been considered an iconic figure of Slovak history, and thus the interpretation of his life and work, as well as the deeds of his closest collaborators – in Slovak historiography commonly referred to as the third generation of the Slovak national movement – became one of the key narratives in Slovak history textbooks. Yet, since history textbooks are part of the official historiography and, as such, are intended to pass on the values of current political elites onto subsequent generations, the narratives in them have been influenced by different political regimes and by different ideological needs and constrains. The author presents the changing perspectives on the historical importance of Ľudovít Štúr in history textbooks published in the interwar Czechoslovak Republic (1918 – 1938), during the independent WWII Slovak Republic (1939 – 1945) and, finally, during the times when Czechoslovakia was under the rule of the Communist Party (1948 – 1989) in the contexts of the official ideologies, mainstream social and political worldviews and values promoted during the respective periods. The interpretations of the historical importance of Ľudovít Štúr and his generation, and their simplified and rather schematic presentation in history textbooks have been characterized by selectiveness stemming from attempts to implement different ideologies. Yet, in each of the above-mentioned periods, the general image of Ľudovít Štúr was that of a hero, such as in Thomas Carlyle’s nineteenth century concept of great men moving the historical development.
5

IMAGINING A GOOD CITIZEN: THE ROLES OF A HISTORICAL HERO IN SLOVAK PEDAGOGICAL TRADITION

75%
Otčenášová S.
Pedagogický časopis (Journal of Pedagogy)
|
2020
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vol. 11
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issue 2
89 – 115
EN
Based on a diachronic case study of history textbooks used in Slovak primary and secondary schools since 1918, this article discusses the roles biographies of historical heroes can play in school education. The case study analyses history textbook narratives about the medieval ruler Svätopluk published during three different political regimes, tracing their heritage up to present-day history textbooks. The text argues that the presentation of Svätopluk’s qualities, talents and achievements has been used not only in depicting him as a representative of the community, and as a desired prototype of a good citizen, but also in the formation of negative stereotypes about the representatives of the Other. This excluded significant segments of pupils of certain national minorities from the mainstream narrative and labelled them as enemies. An examination of the images of Svätopluk in history textbooks confirmed that these were politically motivated and influenced by current ideologies. However, it also showed that the 19th century Romanticist ideals, resulting in apologetic and nation defending narratives, remained an integral part of history textbooks throughout the 20th century, prevailing over the narratives offered by official contemporary historiography
6

IMAGINING THE OTHER: NARRATIVES ON GERMANS AND HUNGARIANS IN INTERWAR HISTORY TEXTBOOKS PUBLISHED IN SLOVAKIA

75%
Otčenášová S.
Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied
|
2017
|
vol. 20
|
issue 2
-
EN
This article seeks to explore the ways of interpreting the historical role of Germans and Hungarians in history textbooks used in primary and secondary schools in Slovakia in the interwar period, from 1918 until 1939. Historical narratives presented in school history textbooks contribute, alongside the family, media and public life, and rituals, to forming the way young people perceive the world around them. They are also one of the main tools for the social production of stereotypes of the Other. Fearing the Other is widespread in present-day Slovakia, and although the reason for this situation has been ascribed to the recent economic and current refugee crises, this paper argues that negative responses to the Other are also partially a by-product of the ethnocentric and etatist character of history education. The presented research is based on the study of stereotypes – generally shared impressions, images, or thoughts existing within certain groups of people about the character of a particular group of people and their representations. The article seeks to prove that the motivations behind state-produced prejudices against the members of other nations are driven by the need to present one’s own group (the nation) superior to the Other, which has been a reaction to the competition between the two groups, economic frustration or social crises. The article employs the techniques of critical discourse analysis.
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