Public Debates, Public History, and School History Curricula: The Greek Case

IF 0.3 Q2 HISTORY
Panayotis Gatsotis
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引用次数: 0

Abstract

Abstract Public debates about school history curricula meet the interests of public historians and educators in many different ways because they raise questions such as: “What history or whose history do we teach in schools?” “How can we make school history more public?” “How can the school history subject move toward a critical consumption and production of public representations of the historical past?” The withdrawal of the 2018–2019 history curricula in Greece and their replacement in 2021 with the updated history curricula of 2015, added another link in the long chain of educational reform and counter-reform in Greece, and demonstrated, once again, the close relationship between school history and public education policy. Moreover, in the Greek case, the revealing comparison between the withdrawn history curricula and those that replaced them brings to the fore the ways in which public history approaches can significantly contribute to the meaningful engagement of pupils in school history and, more generally, to an open, flexible, learning-centered, and inclusive education.
公共辩论、公共历史和学校历史课程:希腊案例
关于学校历史课程的公开辩论在许多不同的方面满足了公共历史学家和教育工作者的兴趣,因为它们提出了这样的问题:“我们在学校教什么历史或谁的历史?”“我们怎样才能使学校历史更加公开?”“学校历史学科如何走向批判性消费和生产对过去历史的公共再现?”希腊撤销2018-2019年的历史课程,并于2021年以2015年更新的历史课程取而代之,这在希腊教育改革和反改革的长链中又增加了一环,并再次证明了学校历史与公共教育政策之间的密切关系。此外,在希腊的案例中,被撤销的历史课程与被取代的历史课程之间的比较揭示了公共历史方法可以显著促进学生对学校历史的有意义的参与,更广泛地说,是一种开放、灵活、以学习为中心和包容的教育。
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来源期刊
International Public History
International Public History Arts and Humanities-History
CiteScore
0.40
自引率
0.00%
发文量
12
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