Foster, S;
(2005)
The British Empire and Commonwealth in World War II: Selection and Omission in English History Textbooks.
International Journal of Historical Learning Teaching and Research
, 5
pp. 1-19.
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Abstract
The study of history through school textbooks arguably is still the predominant medium for classroom learning in England. History textbooks are a powerful influence upon the development of the attitudes, values, perceptions and understanding of young citizens. Nowhere is the role of textbooks in personal orientation more pronounced than in textbooks on the Second World War. The paper analyses the overt and implicit messages that such textbooks present to their readers. The conclusion is pessimistic; textbooks are Anglo-centric within a Euro-centric and Caucasian world picture. They need to reflect a sensitive picture of race and ethnicity, and the relative roles and importance of the nationalities and communities that were actively engaged in the struggle against the Axis powers. As such, they should positively represent the rich and diverse stories of all races that research has revealed to have played a seminal role in The Second World War.
| Type: | Article |
|---|---|
| Title: | The British Empire and Commonwealth in World War II: Selection and Omission in English History Textbooks |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://journals.uclpress.co.uk/herj/ |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | British Commonwealth, British Empire, Citizenship, English History, History teaching, Identity, Nationalism, Racism, The Second World War, History textbooks |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10023723 |
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