Abstract (may include machine translation)
The twenty-first century history textbook enters a rapidly changing environment in understanding both what a textbook is and how history should be taught. This new environment is increasingly visual. Representations of historical events and personages are combined with narrative in most new textbooks and modes of teaching, not just as illustration but as source material. Increasingly textbooks and teachers make reference to mediated history on film, television and Internet that sometimes precedes and often colors the interpretations offered in the classroom. This essay looks at ways in which textbook design and new media can aid in the writing, interpretation and teaching of national history. Included are discussions of the role of the «master narrative», representation as object and subject, design aids and textbook supplements, and «high technology» like CD-ROM and Internet. The essay uses the experiences of the new technology and new pedagogy from textbooks in other countries and offers some potential visual materials for a history of Ukraine. Telling a nation's story must be meaningful to a range of interests and will never please everyone. Whatever the coalitions between educators and historians, publishers and writers, politicians and professors, a published history of a nation has political implications, meaning for the polity and impact on generations.
Translated title of the contribution | Visualizing History: Design and Representation in History Textbooks |
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Original language | Ukrainian |
Pages (from-to) | 92-105 |
Journal | Ukraina moderna |
Volume | 9 |
State | Published - 2005 |