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The purposes of historical canons in multicultural history education.

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Title: The purposes of historical canons in multicultural history education.
Authors: Smets, Wouter1 smets@essb.eur.nl
Source: Journal of Curriculum Studies. Jun2024, Vol. 56 Issue 3, p297-308. 12p.
Subject Terms: *History education, *Multicultural education, *Curriculum, *Historians, Socialization
Abstract: National canons of history sparked intense debate among historians over the last years, history educators have regularly shown concerns regarding these canons. The main arguments are that history is instrumentalized for political purposes, and that canons are incompatible with multiculturality. In this study, the cases of the Netherlands and Belgium (Flanders) are used to discuss these concerns. The aim of this article is to gain a more complex understanding of the use of canonical discourse in the setting of history education. The current study actualizes and reconsiders Banks' typologies of knowledge, and applies them to multicultural history education. Hence, the canon debates in the low countries are contextualized from an international perspective of debates on canon and history teaching. It is argued that both national canons specifically intend to confront popular knowledges and historical myths with academic historiographic discourses. More particularly both canons seek to include discourses on minority groups and multiculturality, which may benefit the use of transformative knowledge in history education. The use of canonical discourses however must not be reduced to transmission. Beside qualification history education also strives towards socialization and subjectivation. It is discussed how a thoughtful use of canonical discourse may add to realizing these purposes of education. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: The purposes of historical canons in multicultural history education.
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  Data: <searchLink fieldCode="AR" term="%22Smets%2C+Wouter%22">Smets, Wouter</searchLink><relatesTo>1</relatesTo><i> smets@essb.eur.nl</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Curriculum+Studies%22">Journal of Curriculum Studies</searchLink>. Jun2024, Vol. 56 Issue 3, p297-308. 12p.
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  Data: *<searchLink fieldCode="DE" term="%22History+education%22">History education</searchLink><br />*<searchLink fieldCode="DE" term="%22Multicultural+education%22">Multicultural education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Historians%22">Historians</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink>
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  Label: Abstract
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  Data: National canons of history sparked intense debate among historians over the last years, history educators have regularly shown concerns regarding these canons. The main arguments are that history is instrumentalized for political purposes, and that canons are incompatible with multiculturality. In this study, the cases of the Netherlands and Belgium (Flanders) are used to discuss these concerns. The aim of this article is to gain a more complex understanding of the use of canonical discourse in the setting of history education. The current study actualizes and reconsiders Banks' typologies of knowledge, and applies them to multicultural history education. Hence, the canon debates in the low countries are contextualized from an international perspective of debates on canon and history teaching. It is argued that both national canons specifically intend to confront popular knowledges and historical myths with academic historiographic discourses. More particularly both canons seek to include discourses on minority groups and multiculturality, which may benefit the use of transformative knowledge in history education. The use of canonical discourses however must not be reduced to transmission. Beside qualification history education also strives towards socialization and subjectivation. It is discussed how a thoughtful use of canonical discourse may add to realizing these purposes of education. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220272.2024.2328050
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      – SubjectFull: History education
        Type: general
      – SubjectFull: Multicultural education
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      – SubjectFull: Curriculum
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      – SubjectFull: Historians
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      – TitleFull: The purposes of historical canons in multicultural history education.
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              Text: Jun2024
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