European Issues in Children’s Identity and Citizenship 7 History Teaching, Identities and Citizenship ate by Luh Cant “Trentham Books Stoke on Tet, UK ad Steg USAse 01 Aer napmed ‘icici oy ne poe Sage abet Praca ‘espn ety ata i i Che Pond ty Came rb a Contents Sees introduction * i “Alar Ross (Chapter Synopsis ix Chapter 1 Introdction: Cizensipom the verge ofthe 21s century: the burden ofthe pas he challenge of he present + {ig Cajant Captee2 Memory, history andthe ques for the fture 13, “Trn Risen Chapter Changing citizenship, changing educations goals, changing school rbjecs? Aa anal of history and geography ‘teaching in France “35 ‘Mele Tou Cailon Capers iienship and naomi in history teaching In postcommenist Romania» 5S MirelaLamina Margeros ad Cialina Mibalache Chapter 5 ‘History teching and the educated zen: (he cate a istry teching a the Grek gymnasium +77 Ponaota Papua Tele ond lia Spinhowahis Chapter ‘isory and Cive education teaching, dents, and tznship: a case study of Cyprus +95 ‘Mary Koutselin"espn ema Che ty an Cams 7 chapter? ‘The Contribution of history isoriographca sealer teaching etaensly = 109 Concha Matog Ofte and Maria Jeni Cova Meso Chapter medieval me 127 Lars Berggren and Roger Johansson Chapter 9 Laing Forward: The sper ‘Historical Narratives profect +3, ‘Sumi Adon an Dan Bar-On pent» 159 Note on sontibuts = 165 Referens 169 Index 181, Series Introduction: European Issues in Children's Identity and Citizenship “ery Teaching, Heit andCitzeshp the seventh vue ia the scien European Isis in Chien’ entity and Citar. ‘The sees ins wen fom te muk of te ERASMUS Taematc [Netwok Projet Childers Ienty and Cazeship a Buope (Gco), The Nerwere has brought together ove 100 vsiveniy eprint in 29 European neal of whom share an ers in the education of pofssonls who wil wodk with chien and young poplenike reso sca plical and ecoomi education. "Toe Neon inks many of those who reducing fre ache, youth worker, soil pedgogues and social peycologis in ‘arope, The Cie Netodk bean eight years ago and ha been sp ‘ated by the Eoropean Commision’ Department of atcaton and Cite since 1998, We have now formed » Ce Bupesn Aor tian, independent ofthe Commision, meabeship of whichis tye to indie and ination. is now completing Bi phic of development, and paring Tout pase of cies “This yohumes have come fom our cavon tat changes in tow the proses of eoxlinaton ae alan tothe new conte. Pola, economic tod socal changes ae wndermay a ugbest that we are developing mu-ficted aad eyed Heaties that ‘ele te consngensie of Europea tegration In para, chil: ‘een ae going up ins rapid changing sci, ant soi ‘pehnvior wil reflect the demensons of his now and developing cial unit Lie will probably be ater fret atonal ‘denies will eoatinae alongside now entiation, with sob-2 Memory, history and the quest for the future bin Pen es Vrgangene tn ft et et ene veggie Wr {Te paste not est ev ast passe ey We saprie ‘rom suet hen ora cute) M ees the past lve and makes it nese tin tudes fre pees, sich ‘noulal an cies and eps Hiya ear ‘om ofmenory reaches bjend he iit of nen fe mn Wht the pices of reembored ps ino temp ui tat ope he fe and which provides pone th ca ‘sf tenporl change wich fry ned in one 0 coe ts wih ‘beter movement of et ives “This fie dircetns of memory and ir bas not ‘ntenvely ematied ad researched There a vais eso ot ‘his The mot emprtt (sy view) i abown bythe conccce of lor of confidence in he Western one of progres (tenapn nt ch yan Ce inthe mind of Wester and Westie itl) onde emer ‘ence ofthe memory cscs nth ure. Butt the tare ‘which demands ctl vie of et well-developed canes ‘wih be ded ofe cla of vations ta conseence ofthe ‘ied by eatra menor and here! hinkng nthe poses of Forming aleve eit Aze we seal povided with tal tooo overcame domination, excvees nd oneal eveton ices ie he won pve of toe, Ue love of eadomi scours) gives dear negative newer oth sesion, “There isan nical challenge fra weld ature dirctedaest of memory and story the henry baréen of pega itera ex see (pei, world was, eenide, mas murder and ln fines sai many press th pacer of ety bling ima cash anda gap between honing pata te wich ands fe it oppor, What mde of wedersadng ean cate teaming any fom his, towards ilferee fre? How ean bi ‘oral itty be berated fom sulrng om a ken sing be ‘wom pst ad fue? ‘Tischer picks up hese questions andes oF anaes nthe level of mets. By dings, takes the hams respon- sible forthe cl they wok on IF hematiss the log felt Imenacy a sti king, ice te challenges they bv 0 ‘nse reach int this red of pnp, which coacere seve eit nd tse mode of nerpreaton a reset. nthe ft wo Seton, mea and hry wil be dead sas oneps fr dealing with the ps forte sake ofthe fue. The ‘mail dimensioning of eeeag an epeenting the past will, ‘en be sas. The two sections that follow coocers lees of "doing history” which demand special atention inthe terete zoos of dant andthe probes of ebnocentin, The final soon gives a shot eulook onthe grata dimension of Historca! memory ‘Therese different ods of he core of istry. One cn int luni memory from hitorcal consciousness. Tis ncn sot very cay ince bth concepts ove te same Fl. But thy healed The course om memory (Halbmacs 980; "Nor 1985; Assmann, 1992; Assmann, 1995) males sharp tine. hon been the ee played by hora epresentos nthe cl ‘url xention of pata lie ad the eal procedures of is tor hiking by whic knowledge of what actly hs happened 1 pune, I emphases the fre of he pst inthe hua mld, ‘ally in prvctonal ce siesta or ratio provers of represen Ii inresed in dking all ade faking or ‘ping she pas snes nested ine stone ‘ation betwsn memory and expetton ths orn the sg Fant ole at far-red tents ply in represeatng te ‘at. (This intereatoaship of memory snd expan las been ley epee by Hoes and Hldegg’ piosopty of em ony eidegae 1980, Cr, 19865; Ca, 1984), ‘The dicoune o itera concious (Iimann, 1985; Rls, 1989; vou Boss etal 1991; Risen, 2001 Tempel, 2005; i, 2000 ior inal in the seme geting procees ofthe una mi Ite empecally ured im thane forma of ‘epescnstion wich give the ast the ditntv tape of ity ‘Aiton, hemases the pact of history in he fur p= ‘spective of uci nan abveit frm, oe could uy ht merry presente pst 51 oving force of te nan mind ied By pines of rac ‘el us, wberas trl entioumestrpravet the pan ‘more expiciaereatonsip wih he ese, guided by concepts fftemporal change nd by rth cams rene he temporal ‘inctivenes ofthe past aa copie fr Ks elevance re pe a. Merry ist tenets ratio, and stra on ‘ious i+ mafia rlaioaiip, ween pat and presen Memory rela moe othe enn oft, histo con- ‘eioueess or fo cogs. Menary tuck othe pat itr neces opens th rion he Fe.But tite siintons ae oes, I is mich more sei 1 met or even syibeaise ee io pple on resetng sn ‘Thre lvoe of memory The memory sous as roi tou very wef inton of ie ferent oes of ling with he past in social if, wich ‘eal word ppyng oe ee biter oniioamess (hasan and Fever, 199) (1) Conmanicuive memory mete bewee slFandetning tthe experience oftenpoa change Te is medi, weer ‘tater of forming generation ileenes. te ald felt ‘xchange in whch» mal, oil wit with Doing Lit ed hanging members, she eins wy tht ts pope fo the belong ogee andere diferent ia he peal nese, ln tro a ves sr fren gavereion. Comme tremor refed dnesins aout tae portance of tb ‘ori experience of ecife ees ad of spilt for he epesetton a pel sem (2) When thr ina ihe ape of levees ofthe pest as, communicate menor) becomes coleve memory. In his orm, memory ins eter Sabi and has a moe inputs le ‘0 ply in eutual e.People eomaitad wo the aol of ee lective memory gin a rng foking of belonging in # changing sd. Thi als ay important element of soil stably fOr ® Trond verey of mca ui, a pats, cil movement, Schools of oughta the sade fl, mere soaps (2) ine his siliy may ldo cde memory, wich rep Seu te eae of iso! Men. Here, memory 2 mater of ‘ne nd Bg inittioosed performance. ae ow Ines anda fae place ia the cult! feof + grep. Cota ‘every represen the poliel ytem ar an ete srt so romance athe ampules. ‘Thos retype of memory represent levels of ston ed iittontnion with red lees of permanence nd se tance to aang, snd long-em histarial processes can be it red by wing he bypotes fwarfomnng commie into lect and collective ito cute! mem. Every Hisoceal memory ie cangieg ovr he ous fine at, wh ernie tive memory is Mid end dependent on Curent ceaestne, nt ol wny wi cer bres tee Pong eh ve si ses rly cd {Et etycomly hcl Tas ge beat cc, een «mc bo ‘be separated from each other. =“ 1 woul theo sages «met of aig toric concep ton wich avid as tnoceniem, Etnocontom i ecrtely led especies of cat are undo aso cmb ‘ton of omen that ere hare yal ears, Tose ei of {Cle Bowgh abst yt! cots ef mane ‘lenens. The estan clea! dleacs wich filed by he ie fel sets oes ot Al no he ep oF accent. Oe eens 1 it pesca he othemest of dient cuts as 3 mime, allowing boner selfandetading "does not exclude otdemess when oe cute conte it oma peel at wp nl and ' ituings about» Danced isterlntonship of cles the people who av ode! with hi ifn ow tes become empowered though engin and wckooriede ‘Communicating dferences Tare eomouniation a te fil of histo cute pe- opposes comparison, Dut goes a step fare i eags the is Cmpured te the movement of dhooure, The dxcoune ‘iten, been tar no eth rai. And since i touches ‘he awe of ultra ty, i loaded with all he probes of tthncennin and he urge fo overcome i ‘ven when he nkryeatve achioeent of itor conscious tes are beng ought abou inthe sales form of hist te the formative power of he nematve factors of istoria ‘Ment rraleprealent. Evens hstorogapky bused on methodo- Topealy-contoledvescach Is demi’ by the pola and socialite tne, nd byte expecnton and ipeition of be eaoes,AcedenicHisontogpy ir arorbd tan ital cl fur, ia wiih the self andthe ober ae wested ee and ‘ale ae normative pists of View. Tha, in ths cone, the ‘uestons feat if and how the dirence between and the i= ‘Ertan of forms of belonging, which goer determine aad soci rane human ie, ea be approached; ad how the con Thcag dimension of etioocstscsme-making can be med tc “The avert thee questions maybe dive: salem bite tena state ar otiged 0 eftce an intbjectie wl of {ti intra teformation of te pt into historical cam Staton of belonging ae diflrence,Iterobjectve validity aso fre icles the penile tnt the cn agiee as mach 2 te ‘members of oe ove group. However, soch an agreement woud ‘ot lish the diference between te respecive fms of belong in. orth pris dentty of oe fey he especie is toes, Digeenes and ete are aruda coined by his pea he pst So th caer thle iat peed ‘po the very way in wich be procedures feet seas the ‘amevork of metiodloialy-sntoled research ar repulsed. “Ty th ut fo eh epson becoming ieesigt im pete Not only mere isto! difences win commen cleso cera Cin? tue sth, 5 was thee ns hisorigtpy commie tothe ‘ational yenpecve and eet of Europe sand ‘cea pofesonalsm. Proceer of migration aod glebleaton ve produced sew constltons of taal communi, European counties, ston, sciser and snes find emsces pestone and changed ina ew way by noo-Earpen ane And alr. They ets he ela! hegemony of the West and ferceilyInead bert tenses fm he histo ier rotations tat we ba impute them, Ween tral hiking Sets i fey cl a eid velit ci of vali an behind te stad of sen, there te clans for power and donation which endange i ot hte he sovereign of ier utes, This confntaton a akeady cau ait fern wii wes interpretation ose! inking But thi des no meas ‘ht the este instutions and metas of here ealee hae alendy found nw way felting theses othe fhe, ‘feoming ions abou tcl difrences wih he othe A sil poem develops win weer sce meses in ‘roement of minor, where hee eutares may be perceived 8 ing nt only diffs, bet ako as utcominen td snge, How cam ioe ind plas athe way of if ofthe meri? “The post moira cue of the cto aplication an ie ial eof ary of oderintoe noel bas unre he Ihsminese tone of tol envton shown when hums re seuss deci ther patens of inerpeation tobe ink sively slid ~ hat, apie sere al cll difereacee were hicrqu threw out he ay fog vali init ‘oral exsnig withthe butvoter of ezcentn, Te els an ‘visterloa and pola caus wich confess inihs ino he specifi chance of eae, tpl ad eponall o the inate seape fier utr, tha as become dep enon he ain of those eles! own lf andestnding As wll athe ire epstnoapel and hemeceutl prob: lens of sch interpcetn, tree he ation, for hoe wo flow when fing te vale and saleseem of he ote, of saracenric modal of oteaes. They fi themseles anced {nvlting the bere ote lft ove altar, 0 Gaia Indeed ogni he ter. Thi kindof elim safer cal {tal ifftcace ov hermeneae meealoy hat pee ier Cina commanicaion, enabling I oly atthe expense of ay ‘eae acceped res, “We therafre fave to understand: how can he roction of earl tad hse Knowledge, wich stays aso te production of ‘url competence be aligned th goal of roving Fore genera hone wih be mean of ere comuniatn “Thi ution ca aly be answered bythe practi of et com ‘muncaton The objenve dk of eral orenaon can only be regard sabes schieved and solved Wheat ohes and We ‘See when we itorally rete ourselves them nd wc ver ‘At tt point, th mal comes of elas and bers has teen achieved in Nsorical sefsalstion (OF couse, his not tech sak to be accomplised ence and forall bu only fr an oper and caging proces. The evertecuriag inex ‘peences fom every, rom stages fr poms, fo colle ‘Soe of iter and from the united sie es of our ove ‘tas ud te reatons of ther cl ors continous flo ti ‘oily postion oneseif snd ndentand te e-andertanlng of ten) ‘Thematy oie consbing his dtu may easlybe combined ino gene arena on firthering progress i coocepaiing irc inking ar media feat bldg. deeming te Cenee of see and teling this tress tothe self the ‘compotion of weer hora! hough realy popes, ‘scons into sleet and itor be forte iret ‘daria, msds to be soniand. The prerancy of call ‘erence it decesing ith te deconsrction of the west p= ll churce of hse thinking ino a complex constlaio of fan cach of which nat al ely pei, Bt hie dee ‘ot nan He iolving Lt pat pur! of Ristori rome:maton cing he contours of an ety bing stem, (On he contr: te weiesem aches peter claty win the comply ofthe censtlaon in which appear, At th se ‘ine the muti perception oes onthe fact a wat i erat shout the ober s composed of manta oblong oes “Togeber with he dosmpoon of western peli the psi arate fn Wester em Kner hiking od ‘ora cate mst be outlined: they should be made vse a2 pula constelsions f general fics inthe thea ens. Witou the pecepton of he t,he row mindedness thir aes atenphened Hooves acer research i ad ts us woul be ‘weakened witout cca ebiking ofthe deve queen Injrpatons that make other tions and nee cm ble Al the very pit where they coal bet and nisin. {uly support nteretureleemuicatin, witout heortea oesieratons they wld hamper it Considering the ugeat probes of ell confit in an age of sfotlsaton and ineared migration, sch «use of thera ‘eflcions and epic da, sel ake pace in ditt dctson four ovaas well so ter tations ad contemporary ferme of ‘Srl inking The cure eaten forms of wade course do ot yt corespnd to that imperative: 0 oe the respecve experts tl lk witht giving hem «vie i i di ‘ouse. Bul that canbe changed 3 Changing citizenship, changing educational goals, changing school subjects? An analysis of history and geography teaching in France Nicole Tutaux-Gullon is cure ster a commen knowledge tat teaching i= tory is cols cour fe developmen of ieay and zcship. Simlroucomes is svete saad footer ‘bjs ch as goa, erste the socal veins an econo: fn Sach elms wal ik school abject with ety sad Szcship thrugh the eibjene” corals and he eoceac Stites, pata voles and eaoanlim Ghat these Be, This Copter spac it wal be me fifi 9 examine wo just {beeps Dat te did ao shot pacces andthe consis {eos betwen curiclam ecet,clasroom practice andthe ex ‘psd sift bjt In adoping hs peach, Low on the fencepion ofthe pormgmepédaggiue, bored rom sis {he hinory of education Tis concepts sed o aay the eho! ‘bjs of history aod pega teaching in France, Tis case Sto is special hers, beans there are paral changes {aking lace nh denon of itazastip, i sbjectconte! anda sel price.