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Jon Nichol, University of Exeter, EnglandRobert Guyver, College of St. Mark and St. John, Plymouth, England
Kate Watson, University of Exeter, England
Jacqui Dean, Leeds Metropolitan University, England
Kevin O'Connell, University of Exeter, England
Keith Barton, University of Cincinnati, USA
Hilary Cooper, University of Lancaster, England
Richard Dargie, University of Edinburgh, Scotland
Ross Dunn, San Diego State University, USA
Peter Fisher, University of Newcastle, England
Stuart Foster, University of Georgia, USA
Penelope Harnett, University of the West of England, Bristol, England
Terry Hayden, University of East Anglia, Norwich, England
Peter Lee, Institute of Education, University of London, England
Joke van der Leeuw-Roord, Director, Euroclio, Brussels, Belgium
Garry Mills, University of Nottingham, England
Rob Sieborger, University of of Cape Town, South Africa
Andrew Sokholov, Ushinskii Pedagogic University, Yaroslavl, Russia
Yosanne Vella, University of Malta
Sam Wineburg, Washington State University, USA
Suzanne Wilson, Michigan State University, USA
History, Citizenship and Identity
9. 48 a.m. on the 7th July 2005 brought graphically to the forefront of my mind the interface between History Education, Citizenship and the Global Village in which we all live. After a reasonably civilised breakfast and a congenial browse through The Times I was walking from the hotel with a colleague to our meeting. As we turned out of Tavistock Square the bus bomb exploded with a deep, sickening, heavy and terrifying thud. Terrorism in its most traumatic and visible form had been transplanted once more into the centre of British national life. The transplant this time had not come via the cultural milieu of a section of society who felt they lived in an occupied and brutalised colony, Northern Ireland. It was home grown and genuinely indigenous through the medium of Jihadists born and raised in Leeds, England. It became starkly clear that their British education had done nothing to give them a sense of belonging and identity, indeed, the converse. While History Education cannot claim in terms of both the cultural messages and the mentality that it develops for citizenship in a liberal, plural democracy to have the answer to the Jihadic threat, it can certainly be placed at the forefront of an educational agenda that helps ensure that we do not cultivate, foster and develop a deadly enemy within.
This volume of IJHLTR addresses head on a number of crucial general issues of education for the citizens of the Global Village. It draws upon a wide range of countries, cultures and academic traditions, ranging from South America to the Balkans, Russia and the United Kingdom. All of the papers share a common theme; how can pupils genuinely develop an understanding of their position in the world through the medium that history provides? History as such has the two faces of mythology: mythos and logos.
Mythos is the repository of the common stories that we can draw upon and share in constructing our own individual and collective identities. Logos is the other side of the history education equation; the syntactic and substantive concepts that give the discipline its form and shape, the processes and related skills that historians draw upon, their protocols in undertaking historical study and enquiry in different modes, for example be it as a biographer, family, local, diplomatic, economic or social historian. The logos dimension is what gives ‘Doing History’ its educative value, it equips young citizens with the thinking tools to be informed, sceptical enquirers who can ask searching questions and demand answers that are evidentially based and plausible. As such, historical education enables the myths, legends and stories that provide the rich repository of national identity to be subject to rigorous scrutiny. Viewing them through the historical lens enables them to emerge as stronger and more substantial supports for the civilised society that we all cherish and succour. History Education can be an ingredient in the antidote to the poison of extremism in whatever form it takes, be it fundamentalism, communism, capitalism or some other ism that claims the right to force itself down the throats of the rest of society. Or, as occurred, on the 7th July, to blow them up at will and without mercy.
Developments in Heritage Education in Europe:
EUROCLIO’s Enquiries Compared
Lieke van Wijk, EUROCLIO, The Hague, The Netherlands
Abstract This paper reviews three surveys carried out by EUROCLIO in 1999, 2003 and 2004 and discusses the results which provide information about the different ways in which the key concepts of heritage and national identity in European history education are dealt with.
Keywords Heritage education in Europe
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