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What Shall We Tell the Children? International Perspectives on School History Textbooks The pages of this book illustrate that as instruments of socialization and sites of ideological discourse textbooks are powerful artefacts for introducing young people to a specific historical, cultural and socioeconomic order. Crucially, exploring the social construction of school textbooks and the messages they impart provides an important context from within which to critically investigate the dynamics underlying the cultural politics of education and the social movements that form it and which are formed by it. The school curriculum is essentially the knowledge system of a society, incorporating its values and its dominant ideology. The curriculum is not "our knowledge" born of a broad hegemonic consensus, rather it is a battleground on which cultural authority and the right to define what is labelled legitimate knowledge are fought over. As each chapter in this book illustrates, curriculum as theory and practice has never been, and can never be, divorced from the ethical, economic, political and cultural conflicts of society, which have such a deep impact upon it. Individuals cannot escape the clear implication that questions about what knowledge is of most worth, and about how it should be organized and taught, are problematic, contentious and very serious. (By the author) Enseigner le nazisme et la Shoah : Une étude comparée des manuels scolaires en Europe How have the Nazi period and the Shoah been presented in history textbooks for secondary schools published since 1950 in Germany, the United Kingdom, French-speaking Belgium and France? This volume compares their contents by underlining the evolution of this content and the influence of historical research as well as the various events that have been topical over the last fifty years. While European public opinion often mentions the deep silence shrouding this Nazi period and the Shoah up to the late 1990s, German textbooks from the 1950s provided pupils, aged 14 to 16, with important information. Although incomplete and imperfect at the beginning, this knowledge was quickly made available and broke the silence before vastly increasing and becoming more precise at the turn of the century. As far as quantity and quality are concerned, there is a sharp contrast between the German and French textbooks and the British ones, which deal much less with this topic. As for Walloon textbooks, they were scarce from the 1970s until 2000. (By the publisher) An Unimagined Community? Examining Narratives of the Holocaust in Lithuanian Textbooks 2011 marked 20 years since the collapse of the Soviet Union. This represented a change not just in the content of education or ideologies, but in the relationships between individuals, institutions and systems. During this time, the post-Soviet Republic of Lithuania not only had to reimagine its national identity in a local context, but it also had to reimagine itself as a community within the political, economic, and historical imaginations of the North Atlantic Treaty Organization (NATO) and the European Union (EU). Therefore, in Lithuania, as in many other post-Soviet countries, debates over which events should or should not be included as part of the national identity, and thus represented in the school curriculum, are more than just discussions about educational content; they are debates over the moral legitimacy of certain narratives and the ability of sovereign states to define them. (By the publisher) Textbooks and the Holocaust in Independent Ukraine: An Uneasy Past The article examines how Ukrainian history textbooks dealt with the Holocaust between independence and 2006. The analysis reveals two major, conflicting narratives about the Holocaust, though both externalize and relativize the Holocaust. As a template for understanding genocide, the Holocaust was applied to the Soviet-imposed 1932-33 famine in Ukraine, the Holodomor. The emphasis placed on the famine in both narratives partially obscures the Holocaust and in propagating the Judeo-Bolshevik myth, turns Jews into leading perpetrators of the Holodomor. In the Ukrainian case, the complex relationship among history, historical culture, and contemporary politics is compounded by the familiar tension between national history and the international reality of the Holocaust. The historical Sovietization of Holocaust victims was attacked by historians in the Ukrainian diaspora who resented the accusations that Ukrainians were collaborators and fascists. They sought to replace the Soviet historical narrative with one that made Ukrainians the central victims, not perpetrators. Ukraine's own nationalization of the Holocaust functioned in much the same way as the Sovietization of the Holocaust. Nationalization, obfuscation, and an implicit competition among victim narratives all contribute to the relatively complicated place of the Holocaust in Ukrainian historical narratives. (By the author) Holocaust education and human rights: Holocaust discussions in social science textbooks worldwide, 1970-2008 This paper examines discussions of the Holocaust in 465 secondary school social science textbooks (history, civics, and social studies) from 69 countries published between 1970 and 2008. It finds that textbooks from Western countries are more likely to discuss the Holocaust early on, but the rate is increasing in other regions of the world. Moreover, these discussions are increasingly framed in terms of a universal violation of human rights. Today, over half of Holocaust discussions in textbooks use the language of human rights or a crime against humanity. I argue the shift towards more abstract discourse depicting some events as culturally relevant worldwide reflects the construction of a globalized culture and society. (By the author) 
Les juifs dans les manuels scolaires d'Histoire en France This book examines the dissonance between national memory and history concerning French Jewry. From the third Republic to the present, the analysis of textbooks reveals what representations the French educational system has disseminated across the nation and how these images persist or fade through time. Analysing the dominant discourses on the Holocaust in grade 9 South African history textbooks The Holocaust has become a focal point in many History classrooms in recent years as a direct result of linking the teaching of the Holocaust with Human Rights Education. Whilst there may be many studies on the Holocaust as a historical event, this study has analysed how the Holocaust has been embedded as a narrative in the Grade 9 GET South African History textbooks and which dominant discourses emerge from this. This research is phenomenological in nature and was situated within an interpretivist paradigm. I employed Narrative Inquiry and Fairclough's three dimensions of discourse as the analysis methodologies. The analysis was completed through an instrument in which the various aspects that aid in the construction of a narrative were interrogated. The study concluded that the Holocaust has a deeply-rooted link to education and the History curriculum in South Africa, as there has been a shift in ideological thinking emanating from western consciousness and finding a place in African consciousness due to the former's prevalence globally. The focus of the narrative of the Holocaust ‒as seen in the four selected Grade 9 GET History textbooks which constituted the sample for this study ‒ has shifted from a purely historical perspective to a perspective which is more social in nature. (By the author) 
Wie Vergangenheit neu erzählt wird - Der Umgang mit der NS-Zeit in österreichischen Schulbüchern Which past should be remembered, and which is better forgotten? Ina Markova studies how the Nazi period is thematized or ignored in Austrian history textbooks. Especially the question about Austrian complicity in genocide and the war of annihilation was long ignored. Instead, positive – and thereby identity shaping – aspects of history were thematized. Ina Markova carefully analyses continuities and breaks, departures and "areas of silence", and pursues a number of larger questions: Which are the key images of Austrian memory? Do they fix authoritative perspectives on Austrian national identity? (By the publisher) National Socialism and the Holocaust in West German school books The author differentiates five phases of representation of the Holocaust in West German history books and lessons. Attempts to deal with the subject in a serious and comprehensive way in some post-war school textbooks were repressed in the 1950s. The students' movement, intensive research work and increased political attention on right-wing tendencies brought a change in the 1960s. New didactic methods such as source work and regional historical approaches were adopted, intended to give pupils greater insight into the individual areas of dictatorship and enable them to form their own opinion of the activities at that time. In the meantime, National Socialism is usually the area of German 20th century history dealt with in the most detail. The increasing distance in time to the period in question, the dissolution of the Socialist bloc, reunification and the multicultural nature of school classes have produced new teaching conditions, which on the one hand create a greater distance from the subject but on the other hand call for comparison of genocide, war and exile in the present time or from the history of other peoples. (By the author) Switzerland and the Holocaust: teaching contested history This study is about a history textbook which introduces the new transnational master‐narrative of Holocaust memory into the classrooms of the German‐speaking part of Switzerland. The script of the book entails a replacement of the formerly dominant view of Switzerland as a neutral nation resisting evil in favour of an image that aligns Switzerland with other nations that accept the Holocaust as part of their national history, and combine their efforts to prevent such crimes in the future. However, this process cannot be seen as hegemonic or total since it is fragmented at various levels. On the level of state power, there is no uniform vision of the nation’s history. Therefore, the book needed to accommodate its critics to a certain extent. Furthermore, there are institutional rules of history education that restrict a direct transmission of knowledge and promote teaching youths to develop their own views. And then there are the teachers, who have their part in shaping history. (By the publisher)