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Editorial and an introduction: intersections of historical and democratic consciousness in history curricula and/or syllabi: A study across nine countries.

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Title: Editorial and an introduction: intersections of historical and democratic consciousness in history curricula and/or syllabi: A study across nine countries.
Authors: Edling, S1 (AUTHOR) Silvia.Edling@hig.se, Sharp, H2 (AUTHOR), Ammert, N3 (AUTHOR), Alvén, F4 (AUTHOR), Löfström, J5 (AUTHOR)
Source: Citizenship, Social & Economics Education: An International Journal. Apr2025, Vol. 24 Issue 1, p3-17. 15p.
Subject Terms: *History education, *Comparative education, History of education policy, Critical discourse analysis, Political development
Abstract: The aim of the theme issue is to provide analysis of intersections of historical and democratic consciousness expressed in official curriculum documents such as syllabuses that focus on history in eleven countries. Each of the nation states were selected for their diverse trajectories of democratic developments and political cultures. Drawing on comparative education, policy enactment, and critical discourse analysis the content in the official curriculum documents is approached as texts that are informed by historical ideas of the purposes of education that influence present and future orientations and actions. The articles in this theme issue address the following key questions: 1. How is the intersection between historical consciousness and democratic consciousness described in curriculum and/or syllabus documents regarding the history subject in the selected countries?; 2. What kind of consequences for history education do the descriptions in the curriculum and/or syllabus entail?; and 3. How are the democracy traditions of each selected country reflected in the official knowledge of the various curriculum documents? [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:The aim of the theme issue is to provide analysis of intersections of historical and democratic consciousness expressed in official curriculum documents such as syllabuses that focus on history in eleven countries. Each of the nation states were selected for their diverse trajectories of democratic developments and political cultures. Drawing on comparative education, policy enactment, and critical discourse analysis the content in the official curriculum documents is approached as texts that are informed by historical ideas of the purposes of education that influence present and future orientations and actions. The articles in this theme issue address the following key questions: 1. How is the intersection between historical consciousness and democratic consciousness described in curriculum and/or syllabus documents regarding the history subject in the selected countries?; 2. What kind of consequences for history education do the descriptions in the curriculum and/or syllabus entail?; and 3. How are the democracy traditions of each selected country reflected in the official knowledge of the various curriculum documents? [ABSTRACT FROM AUTHOR]
ISSN:20471734
DOI:10.1177/14788047251327679