European history and identity in England's history education : a study of curriculum, policy, textbooks, and teachers' practice
Situated within the context of current concerns and debates about identity, multiculturalism, globalisation and the European project, this study explored contemporary policy and practice in history teaching. In particular, its main objective was to investigate the place of European history and identity in England's history education and the extent to which certain forms of identity are favoured over others. To achieve a coherent picture on this issue, the study examined curriculum, policy, history textbooks and teachers' practice. All of these elements were necessary not only to reach a sophisticated understanding of how national and European identities are treated in history education, but also to provide at least tentative explanations of the situation. The findings of this study indicate that European history has not managed to become a consideration for policy makers. Its place in curricula and policy documents remains limited and piecemeal. In a similar vein, textbooks seldom mention Europe and rarely treat it as a topic of study. In addition, when European history is discussed, it is usually in the context of rivalry and competition. As far as teachers' practice is concerned, the survey and teachers'
Karayianni, Eleni
European history and identity in England's history education : a study of curriculum, policy, textbooks, and teachers' practice. Situated within the context of current concerns and debates about identity, multiculturalism, globalisation and the European project, this study explored contemporary policy and practice in history teaching. In particular, its main objective was to investigate the place of European history and identity in England's history education and the extent to which certain forms of identity are favoured over others. To achieve a coherent picture on this issue, the study examined curriculum, policy, history textbooks and teachers' practice. All of these elements were necessary not only to reach a sophisticated understanding of how national and European identities are treated in history education, but also to provide at least tentative explanations of the situation. The findings of this study indicate that European history has not managed to become a consideration for policy makers. Its place in curricula and policy documents remains limited and piecemeal. In a similar vein, textbooks seldom mention Europe and rarely treat it as a topic of study. In addition, when European history is discussed, it is usually in the context of rivalry and competition. As far as teachers' practice is concerned, the survey and teachers'
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