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Stuart Foster Trecker, J.L. (1971) Women in US History Textbooks. Social Education 35, 249–61. Vickers, E. (2006) Defining the Boundaries of ‘Chineseness’: Tibet, Mongolia, Taiwan, and Hong Kong in Mainland History Textbooks. In S.J. Foster and K.A. Crawford (eds.) What Shall We Tell the Children International Perspectives on School History Textbooks. Greenwich, CT: Information Age Publishing. Vickers, E. and Jones, A. (eds.) (2005) History Education and National Identity in East Asia. London: Routledge. Vural, Y. and Ozuyanik, E. (2008) Redefining Identity in the Turkish-Cypriot School History Textbooks. South European Society and Politics 13, 133–154. Zimet, S.G. (1976) Print and Prejudice. London: Hodder and Stoughton. Endnotes 1 The phrase often is attributed to British philosopher and sociologist, Herbert Spencer (1859). 2 These differences are graphically illustrated in Foster and Crawford (2006), which outlines how textbooks enjoy different authority and status in various nations in East Asia, Europe, the Middle East, Africa, the USA, and South Asia. 3 The research project “History Beyond Borders: The International History Textbook Revision, 1919–2009” is funded by the Swedish Research Council and directed by Professor Daniel Lindmark, <strong>Umeå</strong> University, Sweden. The continental branch of the project is co-ordinated by Professor Eckhardt Fuchs at the Georg Eckert Institute for International Textbook Research, Braunschweig, Germany. 4 Although it is argued that the “core” activity of the Institute remains within the conciliatory tradition, it is, of course, important to recognise that many scholars associated with the GEI also contribute to the critical tradition of textbook research. 20
Education Inquiry Vol. 2, No. 1, March 2011, pp.21–35 EDU. INQ. Connections in the History of Textbook Revision, 1947–1952 1 Romain Faure* Abstract In this article, I focus on connections between textbook revision forums between 1947 and 1952. I examine the interrelations between the textbook activities of UNESCO, the World Movement of Trade Unions, the international historian conferences in Speyer and two Franco-German co-operation projects. I thus try to understand how these interrelations impacted on the development of each of these forums and on textbook revision in general. I argue that the revision projects were not just embedded within a diplomatic and institutional framework but also in a set of relations that closely linked them, irrespective of their institutional and ideological foundations. Further, I propose to conceive of textbook revision not as an entirely fragmented mosaic of bilateral and multilateral projects, but as a more or less coherent transnational field. Keywords: textbook revision, transnational history, international organisations, history teaching, transnational networks The historiography of international textbook revision in Europe is in its early stages. 2 The few studies addressing this field since the early 1960s – Schröder (1961) may be seen as the first academic work on the topic – constitute a highly diverse research landscape in which many aspects are illuminated to a certain extent and others not at all. While some scholarly essays do delve into the history of the German-Polish (e.g. Ruchniewicz, 2005; Strobel, 2005) and Franco-German (e.g. Riemenschneider, 2000a, 2000b; Bendick, 2003) textbook commissions, several international textbook talks have yet to be researched. Attempts to overview this only recent historical research reveal that it generally tends to focus on isolated projects of textbook talks. In most cases, they address the history of a certain bilateral commission or the textbook work of an individual organisation, such as UNESCO or the Council of Europe (Luntinen, 1988, 1989; Stobart, 1999). There are good and understandable reasons why historians focus on individual commissions or organisations. Each set of textbook talks is unique in many ways and can thus be compared with others only to a limited extent. It is essential that a bilateral textbook commission be embedded within a specific, widely defined diplomatic framework, and this framework usually exerts a strong influence on the commission itself. Strobel (2005) has shown, for instance, that the history of the German-Polish textbook talks can to a considerable * University of Braunschweig, Georg-Eckert-Institute for International Textbook Research. E-mail: faure@gei.de ©Author. ISSN 2000-4508, pp.21–35 21
Page 1 and 2: EDUCATION INQUIRY Volume 2, No. 1,
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