Teaching History

Abstract

Recently, in a number of countries, teaching and learning history, as a curriculum discipline, has been characterised by political, economic, cultural and ideological imperatives, whose teleological goal is one of the nation-building process and one of cultivating a modern dimension of national identity in the global culture (Baques, 2006; Janmaat & Vickers, 2007; Macintyre & Clark, 2003; Nicholls, 2006; Simpson & Halse, 2006; Taylor, 2006; Zajda, 2007). In the United States, history continues to be a “ staple of the American curriculum in both elementary and secondary schooling ” (Thornton, 2006, p. 15). Similarly, in the Russian Federation, history lessons in schools play a significant rol..