Volume 10.2 INTERNATIONAL JOURNAL Of HISTORY TEACHING LEARNING AND RESEARCH Spring 2012 www.history.org.uk ISSN 1472–9466 In association with INTERNATIONAL JOURNAL OF HISTORY TEACHING LEARNING AND RESEARCH Editorial ................................................................................................. 02–03 Articles ...................................................................................................04–67 Marcelo Fronza and Maria Auxiliadora Moreira dos Santos .............. 04–10 The Conceptions of Objective Historical Knowledge of Young Students in Brazilian High Schools Olga Magalhaes .....................................................................................11–14 Historical Narratives of Young Portuguese Students Rita de Cassia Goncalves Pacheco dos Santos and Maria ................... 15–21 Auxiliadora Moreira dos Santos The Concept of the Past for Teachers of History and the History Textbooks National Programme 2008 Marilu Favarin Marin and Maria Auxiliadora ...................................... 22–28 Moreira dos Santos The Link Between Theory and Practice in the Training of History Teachers: the experience of history teaching laboratories Luciano de Azambuja and Maria Auxiliadora Moreira dos Santos ... 29–33 ‘I learned to think that Music is also History’ The song goes to school: a perspective of historical education Peter Lee ................................................................................................34–67 ‘Walking backwards into tomorrow’ Historical consciousness and understanding history Reports .................................................................................................. 68–72 Tony Taylor and Robert Guyver A Review Essay on the History Wars: ten case studies in controversy* Instructions for contributors................................................................ 73–74 01 EDITORIAL INTRODUCTION The International Journal of History Teaching Learning 5. the relationship between history theory and practice and Research has established itself over the past decade in Brazil. The focus was the development of Laboratories as a medium for reporting research and developments in for History Teaching as an element in overall government History Education from around the world. As an aspect of curriculum research and development involving teaching its activities we developed a complementary organisation, laboratories for the arts, chemistry, physics, biology and the History Educators International Research Network history. The context was Brazil’s development from the [HEIRNET]. HEIRNET holds an annual international 1980s of a democratic pattern of government. conference. In 2011 HEIRNET 8 met in Portugal, in 2012 we will convene in Brazil for the ninth time. Consciousness and Identity: CONFLICT, DEBATE AND THE HISTORY CURRICULUM: HISTORY WARS: History, Identity AND Historical HISTORY WARS & THE CLASSROOM: GLOBAL Consciousness: BraZil and Portugal PERSPECTIVES IJHTLR is catholic in the areas and issues it addresses, IJHTLR has consistently argued that History Education is although there is a set of consistent themes that Political Education in the widest meaning of those words. emerges from the international discourse that it reports. History Education provides the temporal dimension A crucial, central element is the issue of History and of citizenship identity, and crucially, the historical Identity, with specific reference to the role of History understanding that underpins values, beliefs, attitudes, Education for Citizenship within the overall pattern of the actions and behaviours. History consciousness plays a ‘received wisdom’ of a country’s political establishment. role in the evolution of all polities and the policies and A consistent thread in discussion and debate about practices of government. It is a major element in the identity is Jorn Rüsen’s ontogenetic typology of historical cultural capital of ruling elites; cultural capital that can consciousness with its distinction between a view of be as much an arena of conflict as consensus. Conflict the past [substantive/propositional knowledge] and an can take the extreme form of revolution and civil war understanding of history’s disciplinary nature [syntactic/ as we are witnessing in the Arab Spring of 2011–12. procedural knowledge]. The Rüsen paradigm has been The contested nature of history within a polity’s cultural a key element in research into History Education that capital is the central element in the second section of this originated in the Institute of Education, London and has edition: a report on a major publication History Wars and involved a number of countries, with Peter Lee as ‘the the Classroom: Global Perspectives (Taylor & Guyver, eds, onlie begetter’. 2011). This timely volume presents ten papers from ten national authorities on the often fiercely contested nature Accordingly, we are republishing a seminal paper that of history & the curriculum in their respective countries: Peter wrote on Rüsen to provide the context for the five Brazilian and Portuguese papers in this edition; presented 1. Argentina in draft form at HEIRNET 2011. The five articles mainly 2. Australia relate to the Historical Consciousness Project—Theory 3. Canada and Practice II [HI-CON] that is grounded in Rüsen’s 4. Germany epistemology. HI-CON investigations range across 5. Japan different aspects of historical consciousness reflected in 6. New Zealand history education, drawing mainly upon Rüsen’s oeuvre. 7. Russia 8. South Africa 1. The historical consciousness conceptions of Brazilian 9. United Kingdom high school students 10. United States of America 2. analysis of the multiple and complex elements of Portuguese pupils’ historical narratives that embed and These debates are not abstract academic posturings: they encode their historical consciousness are real, live, dynamic issues that underpin key aspects 3. the interface between politics, citizenship and history of each country’s educational system and the form and in the legitimation of the political establishment’s view nature of teaching in their schools. of the past via the main channel for transmission of historical consciousness—school textbooks; 4. the role of other disciplines such as music in the history curriculum, with reference to initial teacher education 02 Islam, TEXtbooKS and English In the light of this, this work seeks to investigate the History Education messages which school History textbooks—key but The final section of this edition, published as a separate often overlooked components of mass media—have download, is the first in a series of monographs on disseminated about Muslims during the period 1799– History Education; Fiona Kisby Littleton Representations 2002. Focusing on a small case study of the Crusades—a Of The Islamic World In History Textbooks For English ubiquitous topic and itself a frequently occurring symbol Schools, 1799–2002: A Case Study Of The Crusades. in current political discourse—it uses a qualitative content Fiona’s monograph takes many of the elements that the analysis to form a hypothesis about textbook portrayals Brazilian and Portuguese papers and History Wars and of them which can subsequently be used and/or tested the Classroom: Global Perspectives raise and examines in future quantitative studies on the broader Islamic them in the specific context of textbooks and one area of world. Not only does it shed light on how some Muslims teaching. The preface to the monograph summarises the have been portrayed in History textbooks, and thus goes issues and concerns that her research addresses: beyond usual debates on Islam and education in Britain which are limited to school organisation and Religious Studies. It also makes observations and recommendations about the utility of strategies for textbook analysis, a complex method of educational research in its infancy. In addition, it uses insights gained from longitudinal analysis to make general recommendations about how History textbooks in current use can be evaluated, and how conflicts in general could be more fairly and objectively presented in future textbooks to meet UNESCO goals for education to promote international understanding and world peace.” Conclusion IJHTLR’s view of History Education reflects both the macro overview and the micro detailed investigation of “Constituting 20% of the world’s population, Muslims specific issues and concerns. The importance of History have played a key role in human history. Yet, recent Education research is reflected in the recent changes events around the globe have meant that they have to IJHLTR. The Historical Association of Great Britain is received unprecedented media attention in ‘the west’ now its publisher, we have restructured and reorganised resulting in unfair, inaccurate and unreasonably negative the journal to reflect the interests and concerns of representations. These discourses form the hidden international research. curriculum beyond the classroom from which studies have shown many pupils learn. As Muslims now constitute the largest non-Christian religious group in the UK, this fact has implications for debates about the shaping of the formal curriculum and the skills and knowledge needed by British pupils for their future successful political, social, cultural and economic functioning as citizens in an increasingly diverse nation at the heart of a globalised world. 03 ARTICLES The Conceptions of Objective Historical KnoWledge of BraZilian High School’S Young Students MarCELLO FRONZA