Re-imagining and re-imaging the nation through the history curriculum.
Data(s) |
01/03/2009
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Resumo |
Nationalism is not a naturally occurring sentiment, but rather needs to be carefully nurtured and sustained in the social imaginary through the production and circulation of unifying narratives that invoke the nation’s imagined community. The school curriculum is crucial in this process, legitimating and disseminating selected narratives while de-legitimating and marginalising other accounts and their voices. Certain watershed events in nations’ histories have always posed political problems in history curricula (Cajani & Ross, 2007) –however the pressures and concerns of current times now suggest political solutions in history curricula. This paper briefly examines recent political debates in Australia to argue that the school history curriculum has become a site of increasing interest for the exercise of official forms of nationalism and the production of a nostalgic, celebratory national biography. The public debates around school history curriculum are theorised as nostalgic re-nationalising efforts in response to the march of cultural globalisation and its attendant uncertainties. |
Formato |
application/pdf |
Identificador | |
Publicador |
Australian Association for Research in Education |
Relação |
http://eprints.qut.edu.au/27569/2/27569.pdf http://www.aare.edu.au/conf2008/index.htm Doherty, Catherine A. (2009) Re-imagining and re-imaging the nation through the history curriculum. In Proceedings of : Changing climates : Education for sustainable futures, the Australian Association for Research in Education (AARE 2008) Conference , 30 November – 4 December, 2008, Queensland University of Technology, Brisbane. . |
Direitos |
Copyright 2009 please contact the author |
Fonte |
Office of Education Research; Faculty of Education |
Palavras-Chave | #160809 Sociology of Education #130202 Curriculum and Pedagogy Theory and Development #history #nationalism #curriculum #recontextualisation |
Tipo |
Conference Paper |