Abstrakt
A general theme of the text to discuss ideological mechanisms of non-representation of politically
legitimized knowledge of underprivileged groups in the society, including women and religious or
ethnic minorities in school textbooks, particularly in the area of history. Analysis of dominant views
on the place of socially marginalized social groups in history textbook narratives and curricular objectives
seems to be more important than ever before. Relating to Michel Foucault’s concept of discourses
of truth, the aim of the text is to consider the dominant regime of truth in relation to national heroism,
religion and a citizenship ideal. National heroism narratives in history textbooks are always placed is
a broader context of building representations of a national identity and attempting to develop a unified
notion of good citizenship. Both the nationhood and citizenship perspectives are sometimes symbolically
related to the attempt of shaping emotional identification with a dominant religion.
Bibliografia
Anderson B., Imagined Communities. Reflections on the Origin and Spread of Nationalism, Verso, London – New York 2006.
Berger P.I., Luckmann T., Społeczne tworzenie rzeczywistości, Państwowy Instytut Wydawniczy, Warszawa 1983.
Blevins B.E., Salinas C.S., Talbert T.L., Critical historical thinking. Enacting the Voice of the Other in the Social Studies Curriculum and Classroom, [in:] Critical Qualitative Research in Social Education, red. C. White, Information Age Publishing, Charlotte 2015.
Brubaker R., Grounds for Difference, Harvard University Press, Cambridge 2015.
Casanova J., Public Religions in the Modern World, University of Chicago Press, Chicago 1994.
Connor W., Ethnonationalism: The Quest for Understanding, Princeton: Princeton University Press 1994.
Crawford K.A., Foster S.J., War nation memory: International Perspectives on World War II in school history textbooks, Information Age Publishing, Charlotte 2008.
Foucault M., Truth and Power, [w:] Power: Essential Works of Michel Foucault, volume 3, red. J.D. Faubion, The New Press, New York 2000.
Foucault M., The Archeology of Knowledge, Routledge, London 2002.
Gramsci A., Selections from the Prison Notebooks, International Publishers, New York 1971.
Grosby S., Territoriality: The transcendental, primordial feature of modern societies, Nations and Nationalism, 1995.
Hayes C., Essays on Nationalism, Macmillan, New York 1926.
Hayes C., Nationalism: A Religion, Macmillan, New York 1960.
Hildebrandt-Wypych D., Religious Nation or National Religion: Poland’s Heroes and the (Re) Construction of National Identity in History Textbooks, [w:] Globalisation and Historiography of National Leaders: Symbolic Representations in School Textbooks, Springer, Dordrecht 2017.
Hildebrandt-Wypych D., Religiously framed nation-talk in Polish history textbooks – John Paul II. and St. Jadwiga as national heroes (wystąpienie konferencyjne, w druku)
Hobsbawm E., Introduction: Inventing Traditions, [w:] The Invention of Tradition, red. E. Hobsbawm, T. Ranger, Cambridge University Press, Cambridge 1983.
Kellner H., Language and Historical Representation: Getting the Story Crooked, University of Wisconsin Press, Madison 1989.
Kupchan Ch.A., Introduction: Nationalism Resurgent, [w:] Nationalism and Nationalities in the New Europe, red. Ch.A. Kupchan, Cornell University Press, New York 1995.
Lisovskaya E., Religion’s Uneasy Return to the Russian Schools: a contested and inconsistent desecularisation ‘from above’, [w:] Religion and Education. Comparative and International Perspectives, red. M. Sivasubramaniam, R. Hayhoe, Symposium Books, Southampton 2018.
Napieralski B., Political Catholicism and Euroscepticism. The Deviant Case of Poland in Comparative Perspective, Routledge, New York 2017.
Nieuwenhuyse K. van, Valentim J.P., Introduction, [w:] The Colonial Past in History Textbooks. Historical and Social Psychological Perspectives, red. K. van Nieuwenhuyse, J.P. Valentim, Information Age Publishing, Charlotte 2018.
Niyozov S., Islamic Education in Post-Soviet Tajikistan: a tool in creating and sustaining a nation-state, [w:] Religion and Education. Comparative and International Perspectives, red. M. Sivasubramaniam, R. Hayhoe, Symposium Books, Southampton 2018.
Paraskeva J.M., Ideology of Schooling, [w:] Encyclopedia of Social and Cultural Foundations of Education, red. E.F. Provenzo, J.P. Renaud, Sage Publications, Thousand Oaks, California 2009.
Riesebrodt, M., Die Ruckkehr der Religionen: Fundamentalismus und der ‘Kampf der Kulturen’, C.H. Beck Verlag, Munchen 2000.
Sarot, M., Counterfactuals and the Invention of Religious Traditions, [w:] Religious Identity and the Invention of Tradition, red. J.W. van Henten, A., Houtepan, Van Gorcum, Assen 2001.
Smith A.D., Myths and Memories of the Nation, Oxford University Press, Oxford 1999.
Smith A.D., The Nation in History. Historiographical Debates about Ethnicity and Nationalism, Polity Press, Cambridge 2000.
Smith A.D., Chosen Peoples, Oxford University Press, Oxford 2003.
Turner B., Islam, Religious Revival and the Sovereign State, The Muslim World, 2007, 97.
Wagner W., Kello K., Sakki I., Politics, Identity and Perspectives in History Textbooks, [w:] The Colonial Past in History Textbooks. Historical and Social Psychological Perspectives, red. K. van Nieuwenhuyse, J.P. Valentim, Information Age Publishing, Charlotte 2018.
Weigel G., Witness to Hope. The Biography of Pope John Paul II. 1920-2005, Harper Perennial, New York 2005.
Yeandle P., “Heroes into Zeroes”? The Politics of (Not) Teaching England’s Imperial Past, The Journal of Imperial and Commonwealth History, 2015, 42, 5