(Re)Constructing memory : school textbooks and the imagination of the nation
(Re)Constructing memory : school textbooks and the imagination of the nation
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（重新）建构记忆：学校教科书与民族想象力
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发表时间：
2014
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通讯作者：
J. Williams
中科院分区：
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作者：
J. Williams
这本书考察了14个国家在快速的政治、社会和经济变革时期，在学校教科书中对国家的转变描述。利用一系列分析策略，作者考察了历史和公民教科书及其教学，以及其他重要的课程材料——儿童读物、国家元首编写的必读文本、大屠杀课程等。作者分析了历史和教育学在建立、加强和/或重新定义民族和国家方面的作用，特别是在其合法性面临挑战的情况下。主要的重点是发展中国家或转型期国家。问题包括在一个几乎没有民主治理历史的多民族国家进行民主公民教育；冲突后柬埔寨红色高棉教学的转变；前苏联加盟共和国的儿童读者曾经定义国家空间；在公民既是暴力受害者又是暴力实施者的情况下发展大屠杀教育；创造土库曼斯坦的民族历史；等等。案例研究的补充是评论、引言和结论。
This book examines the shifting portrayal of the nation in school textbooks in 14 countries during periods of rapid political, social, and economic change. Drawing on a range of analytic strategies, the authors examine history and civics textbooks, and the teaching of such texts, along with other prominent curricular materials— children’s readers, a required text penned by the head of state, a holocaust curriculum, etc. The authors analyze the uses of history and pedagogy in building, reinforcing and/or redefining the nation and state especially in the light of challenges to its legitimacy. The primary focus is on countries in developing or transitional contexts. Issues include the teaching of democratic civics in a multiethnic state with little history of democratic governance; shifts in teaching about the Khmer Rouge in post-conflict Cambodia; children’s readers used to define national space in former republics of the Soviet Union; the development of Holocaust education in a context where citizens were both victims and perpetuators of violence; the creation of a national past in Turkmenistan; and so forth. The case studies are supplemented by commentary, an introduction and conclusion.