Abstract
This chapter analyses recent policy reforms in the national history curriculum in both Australia and the Russian Federation. It analyses those emphases in the national curriculum in history that depict new representations and historiography and the ways in which this is foregrounded in History school textbooks. In doing so, it considers the debates about what version of the nation’s past are deemed significant, and what should be transmitted to future generations of citizens. In this discussion of national history curricula, consideration is made of the curriculum’s officially defined status as an instrument in the process of ideological transformation and nation-building. The chapter also examines how history textbooks are implicit in this process, in terms of reproducing and representing what content is selected and emphasised in a national history curriculum.
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Henderson, D., Zajda, J. (2015). The National Curriculum and History School Textbooks in Australia and the Russian Federation. In: Zajda, J. (eds) Globalisation, Ideology and Politics of Education Reforms. Globalisation, Comparative Education and Policy Research, vol 14. Springer, Cham. https://doi.org/10.1007/978-3-319-19506-3_3
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