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1

Jak pisać o powstaniach narodowych?

100%
Caban W.
Kwartalnik Pedagogiczny
|
2014
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issue 1-2(231-232)
107-112
EN
It is difficult to answer the question of how to write about national uprisings in school textbooks and other studies, because such historical events are very complex, and their evaluation is multifaceted. It is easier to answer the question of how not to write and how not to teach about uprisings: do not write about them carelessly and in haste, do not present them in a simplified manner, do not indicate who is guilty in an unjustified manner, do not foresee the consequences.
2
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Různé války v evropském veřejném prostoru

80%
Vávrová T.
Historie – Otázky – Problémy (History, Issues, Problems)
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2018
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vol. 10
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issue 1
60-72
EN
Different recollections of World War II are typical of every European country. To answer the question what kind of place has this war in the memory of several European countries and Russia, a civil society activist together with university experts decided to investigate. This is based on an analysis of the narratives presented in the current history textbooks. Comparisons of these dominant narratives about the war were then put in the form of an exhibition called Different Wars. The exhibition has been staged since autumn 2015 in European and Russian cities and it has been perceived very differently. This analysis not only of the national stories of the Second World War, but also of the reaction of society to such questions about its past in public space, bears witness to the remembrance of European countries.
3
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Kritéria kvality učebních úloh v učebnicích dějepisu

80%
Janková J.
Historie – Otázky – Problémy (History, Issues, Problems)
|
2023
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vol. 15
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issue 2
39-54
EN
This paper discusses the approaches to analysing learning tasks explored in Czech and international didactics of history, focusing on tasks in history textbooks. It proposes quality criteria/attributes to characterise the didactic and discipline-specific quality of tasks. It also briefly discusses history textbooks and international research, with emphasis on German-speaking countries
4
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The textbook myth: Slovene peasants as heroes of the glorious past

70%
Kosi J.
Sprawy Narodowościowe
|
2018
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issue 50
EN
The textbook myth: Slovene peasants as heroes of the glorious pastThe present article describes how 16th century peasant uprisings became an essential part of the Slovene history curricula and analyzes their role in the present-day official understanding of Slovene national history. It argues that the established textbook narrations on peasant uprisings greatly contribute to the hegemonic representation of affirmative, unilinear and teleological historical development of the Slovene nation, which ultimately implies an “unavoidable” establishment of Slovenia as a nation state in 1991. Mit podręczników szkolnych: Chłopi słoweńscy jako bohaterowie chwalebnej przeszłościArtykuł przedstawia, w jaki sposób zasadniczym elementem programów nauczania historii Słowenii stały się XVI-wieczne powstania chłopskie i analizuje ich rolę we współczesnym oficjalnym rozumieniu narodowej historii Słowenii. Autor dowodzi, że ustalone narracje podręcznikowe w znacznej mierze przyczyniają się do hegemonicznego przedstawienia afirmatywnego, unilinearnego i teleogicznego historycznego rozwoju narodu słoweńskiego, co też ostatecznie implikuje „nieuchronne” ustanowienie Słowenii jako państwa narodowego w 1991 roku. [Transl. by Jacek Serwański]
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Upadek Związku Radzieckiego w świetle rosyjskich podręczników do historii

61%
Kadykało A.
Kultura i Edukacja
|
2017
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issue 1(115)
31-49
EN
The aim of the article is to point out how in contemporary Russian school history textbooks the collapse of the Soviet Union and its consequences for Russia, Europe and the whole world are shown. By combining this information with public opinion polls, aimed at analyzing Russian attitude to this controversial period in history, an attempt was made to find an answer to the question of how in the cultural memory of Russians, transmitting the experience of the older generations to the younger, this groundbreaking change in the political system operates nowadays. The conducted analysis has shown that many Russian history textbooks present a balanced, unemotional picture of the process the collapse of the Soviet Union. However, there are also such textbooks, which include emotional negative opinions about the collapse of the Soviet superpower, considering this event as one of the most tragic moments in the history of the 20th century. The article cites excerpts from history textbooks for history, juxtaposing them with public opinion surveys (regarding the evaluation of the last CPSU Secretary Mikhail Gorbachev; an opinion about the possibility of avoiding the collapse of the USSR, the factors that cause the greatest sorrow for the state union). This juxtaposition has revealed that despite the passage of time, there is lack of one, acceptable to the general public version of events that took place a quarter of a century ago. Just as Russians evaluate events focused around the collapse of the USSR and its consequences differently, so authors of textbooks offer students interpretations of groundbreaking events very diverging from each other. Therefore, the article shows that the historical education of young Russians in relation to this specific period will be the sum of the family stories, reading textbook recommended by the teacher and teacher comments. This leads to the conclusion that the collapse of the USSR is an event affecting the cultural memory of Russians, though the evaluation of this period are still evolving.
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Ludzie "Solidarności" i jej symbole – dyskursywna analiza podręczników szkolnych

51%
Hejwosz-Gromkowska D., Hildebrandt-Wypych D.
Saeculum Christianum. Pismo Historyczne
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2023
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vol. 30
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issue 1
EN
The aim of the study is to analyze textbook narratives of “Solidarity,” with a special emphasis on the leading figures and symbols present in history textbooks used at the upper secondary level in the years 1991-2018. Both quantitative and qualitative methods were used in the study. Using quantitative method enabled to establish the frequency in occurrence of “Solidarity” people in textbook narratives, as well as their possible alteration over time. The subsequently applied critical discourse analysis (CDA) made it possible to explore the values and ideologies hidden in history textbook narratives of “Solidarity.” The obtained results show that the content of textbooks and representations of historical figures remain relatively constant, thus, they are not subject to political shifts. Women remain outside the historical narrative, becoming one of the marginalized groups.
PL
Celem badania była analiza podręcznikowych narracji o „Solidarności”, ze szczególnym uwzględnieniem czołowych postaci i symboli, obecnych w podręcznikach do historii, używanych w liceach ogólnokształcących w latach 1991-2018. W badaniu zastosowano metody ilościowe i jakościowe. Metoda ilościowa pozwoliła na sprawdzenie częstotliwości występowania nazwisk ludzi „Solidarności” i ewentualnych zmian w czasie. Z kolei zastosowana krytyczna analiza dyskursu (CDA) umożliwiła eksplorację wartości oraz ideologii ukrytych w podręcznikowych narracjach o „Solidarności”. Uzyskane wyniki pokazują, że treść podręczników, a także reprezentacje postaci pozostają na względnie stałym poziomie, nie ulegając tym samym zmianom politycznym. Kobiety pozostają poza narracją historyczną, stając się jedną z marginalizowanych grup.
7
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History Issues of Japan in Politics and Education

51%
Rogoziecka P.
Studia Orientalne
|
2023
|
issue 2(26)
105-119
RU
Вопросы истории Японии на протяжении многих лет исследовались многими учеными, в том числе в связи с политикой и образованием. Тем не менее, в основном они исследуются по одному вопросу с одной точки зрения, например, международного права или прав человека. В рамках исследования, проводимого в рамках докторской диссертации, данная статья ставит своей целью выяснить, изменялись ли и как взаимодействовали между собой исторические проблемы и позиция японского правительства по этим вопросам в период с 1982 по 2022 год. Сопоставление официальных заявлений и содержания учебников по исторической проблематике позволяет установить связь между ними и получить более полное представление об исторической политике Японии как системе. Гипотеза данной работы заключается в том, что историческая политика оказывает косвенное влияние на образовательную политику и на написание учебников. На данном этапе исследования можно сделать вывод о том, что в Японии существует множество исторических проблем, признанных таковыми, но их признание стало следствием претензий других участников. Эти претензии выдвигались различными субъектами в подходящее время, используя историю как инструмент. Тем не менее, политика и заявления политиков, а также общие проявления исторической политики, такие как встречные претензии по тем или иным вопросам, как представляется, имеют, по крайней мере, некоторую связь с содержанием учебников. Дальнейшее изучение этих связей может дать более полное представление об исторической политике Японии как системе и о том, как она влияет на историческое образование.
EN
Many scholars have researched Japan’s historical issues, connected to politics and education. Nevertheless, they mostly studied one issue from one perspective, such as international law or human rights. As a part of ongoing doctoral thesis research, this paper aims to discern if and how the historical issues and the Japanese government’s stance on those issues changed between 1982 and 2022 and interacted with each other. By comparing official statements with textbook contents on historical issues, the connection between them can bring a fuller understanding of Japan’s historical policy as a system. This paper hypothesises that history politics indirectly influences education policies and textbook writing. At this stage of research, it can be concluded that there are numerous historical issues recognised as such by Japan, but recognition has been an effect of other actors’ claims. Various actors have made those claims at opportune times, using history as a tool. Nonetheless, policy and statements by politicians and overall discernible history politics, such as counterclaims on particular issues, seem to have at least some correlation with the contents of textbooks. Further research into those connections may better understand Japan’s history politics as a system and how they influence history education.
8
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„List do Partii” Jacka Kuronia i Karola Modzelewskiego – uwarunkowania wykorzystania we współczesnej edukacji historycznej

36%
Brynkus J.
Res Gestae. Czasopismo Historyczne
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2023
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vol. 16
219-236
EN
The Open Letter to the Party by Jacek Kuroń and Karol Modzelewski has appeared in history textbooks only recently and has been presented as the first open protest of Polish intellectuals against the abuse of the Communist system. Such an interpretation of the document creates a false impression that Communism was indeed a good solution and all its evil was the consequence of the fact that its rules were not adhered to. Kuroń and Modzelewski’s manifesto had been known for many years before it finally gained historiographic, historiosophical and political significance. This was largely due to the influence of its leftist interpretation, which ignores its Trotskyist and revisionist character in relation to the communist ideology. Unfortunately, since students are presented with a ready interpretation of the text, they are unable to understand it properly. The fact that the letter is mentioned in school textbooks creates an illusion that it was an important element of the anti‐communist resistance; however, this is not what actually happened. Including the text in the history curriculum aims at not only appreciating its authors but also downplaying their earlier engagement in building Communism in Poland.
PL
 „List do Partii” Jacka Kuronia i Karola Modzelewskiego pojawia się w podręcznikach historii od niedawna i przedstawia się go jako pierwszy otwarty protest polskich intelektualistów przeciw nadużyciom komunistycznego systemu. Już takie interpretacyjne osadzenie tego dokumentu stwarza fałszywe wrażenie, że sam komunizm był dobrym rozwiązaniem, a zło wynikało z tego, że jego reguł nie przestrzegano. Opracowania Kuronia i Modzelewskiego historiograficznego, historiozoficznego i politycznego znaczenia nabiera dopiero po latach pod wpływem lewicowej jego interpretacji. Pomija się w niej jego trockistowski i rewizjonistyczny w stosunku do komunistycznej ideologii charakter. Niestety uczniowie dostają do poznania gotową jego interpretację, która nie pozwala im na zrozumienie tego. A to, że wzmianka o nim znajduje się w szkolnej książce, stwarza złudne wrażenie, że był on istotnym elementem antykomunistycznego oporu. A tak nie było. Za sprawą umieszczenia go w nauczaniu historii próbuje się także dowartościować ich autorów, a także zbagatelizować ich wcześniejsze zaangażowanie do budowę komunizmu w Polsce.  
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