Nationalism

From the origins of national school systems in the 19th century, the teaching of
history to promote national sentiment has been a high priority. In the United
States after World War I, a strong movement emerged at the university level to
teach courses in Western Civilization, so as to give students a common heritage
with Europe. In the US after 1980, attention increasingly moved toward teaching
world history or requiring students to take courses in non-western cultures, to
prepare students for life in a globalized economy.[96]

The teaching of history in French schools was influenced by the Nouvelle histoire
as disseminated after the 1960s by Cahiers pédagogiques and Enseignement
and other journals for teachers. Also influential was the Institut national de
recherche et de documentation pédagogique (INRDP). Joseph Leif, the Inspector-
general of teacher training, said pupils children should learn about historians'
approaches as well as facts and dates. Louis François, Dean of the
History/Geography group in the Inspectorate of National Education advised that
teachers should provide historic documents and promote "active methods" which
would give pupils "the immense happiness of discovery". Proponents said it was
a reaction against the memorization of names and dates that characterized
teaching and left the students bored. Traditionalists protested loudly it was a
postmodern innovation that threatened to leave the youth ignorant of French
patriotism and national identity.[97]

Bias in school teaching

History books in a bookstore

In several countries, history textbooks are tools to foster nationalism and
patriotism, and give students the official narrative about national enemies.[98] In
many countries, history textbooks are sponsored by the national government
and are written to put the national heritage in the most favorable light. For
example, in Japan, mention of the Nanking Massacre has been removed from
textbooks and the entire Second World War is given cursory treatment. Other
countries have complained about this.[99] Another example includes Turkey,
where there is no mention of the Armenian Genocide in Turkish textbooks as a
result of the denial of the genocide.[100] Academic historians have often fought
against the politicization of the textbooks, sometimes with success.[101][102]

It was standard policy in communist countries to present only a rigid Marxist

historiography.[103][104] In the United States, textbooks published by the same
company often differ in content from state to state.[105] An example of content
that is represented different in different regions of the country is the history of
the Southern states, where slavery and the American Civil War are treated as
controversial topics. McGraw-Hill Education for example, was criticized for
describing Africans brought to American plantations as "workers" instead of
slaves in a textbook.[106] In 21st-century Germany, the history curriculum is
controlled by the 16 states, and is characterized not by superpatriotism but
rather by an "almost pacifistic and deliberately unpatriotic undertone" and
reflects "principles formulated by international organizations such as UNESCO or
the Council of Europe, thus oriented towards human rights, democracy and
peace." The result is that "German textbooks usually downplay national pride
and ambitions and aim to develop an understanding of citizenship centered on
democracy, progress, human rights, peace, tolerance and Europeanness."[107]

See also
History portal
Glossary of history
Historic recurrence
Outline of history
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