Conclusion: Deformed relationships-identity politics and history education in East Asia

Research output: Contribution to journalComment/debate

1 Citation (Scopus)

Abstract

The previous chapters in this special issue have analysed different aspects of the politics of history curriculum development in East Asia. This final chapter draws together some of the themes that emerge from these analyses. The first of these is the salience, in history curricula throughout the region, of primordialist conceptions of ethno-cultural and historical identity. The second, related to this, is the predominance among political elites of conceptions of history that emphasise the 'correctness' of received interpretations, rather than the critical process of historical analysis. The political constraints on curriculum developers mean that despite the recent interest shown across East Asia in more 'skills-based' approaches to teaching history, the prospects for implementing a pedagogy that truly encourages a critical approach to the past are likely to remain poor.

Original languageEnglish
Pages (from-to)643-651
Number of pages9
JournalInternational Journal of Educational Research
Volume37
Issue number6-7
DOIs
Publication statusPublished - Jan 1 2002

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politics
history
interpretation of history
curriculum
education
historical analysis
curriculum development
political elite
interpretation
Teaching

All Science Journal Classification (ASJC) codes

  • Education

Cite this

Conclusion : Deformed relationships-identity politics and history education in East Asia. / Vickers, Edward.

In: International Journal of Educational Research, Vol. 37, No. 6-7, 01.01.2002, p. 643-651.

Research output: Contribution to journalComment/debate

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