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NIETZSCHEAN PERSPECTIVES ON REPRESENTATIONS OF NATIONAL HISTORY IN AUSTRALIAN SCHOOL TEXTBOOKS: WHAT SHOULD WE DO WITH GALLIPOLI?

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Title: NIETZSCHEAN PERSPECTIVES ON REPRESENTATIONS OF NATIONAL HISTORY IN AUSTRALIAN SCHOOL TEXTBOOKS: WHAT SHOULD WE DO WITH GALLIPOLI?
Alternate Title: PERSPECTIVAS NIETZSCHEANAS SOBRE LAS REPRESENTACIONES DE LA HISTORIA NACIONAL EN LOS LIBROS DE TEXTOS DE AUSTRALIA: ¿QUÉ DEBEMOS HACER CON GALLIPOLI?
Authors: Parkes, Robert J.1, Sharp, Heather1
Source: Ensayos: Revista de la Facultad de Educacion de Albacete. 2014, Issue 29-1, p159-181. 23p.
Subject Terms: *History of education, *Textbooks, Nationalism
Geographic Terms: Australia
People: Nietzsche, Friedrich Wilhelm, 1844-1900
Abstract (English): For almost two decades, History education in Australia has been a site of struggle over collective memory of the colonial past, and an object of concern for how this impacts students' sense of national identity. Since the advent of the history/culture wars and their spill over into History and Social Studies (Society and Environment) curricula, conservative historians, politicians, and media commentators have been fighting to see an end to 'black armband' history - or what they see as an excessively mournful view of our collective history - and its replacement with what they argue is a more 'balanced', but usually celebratory, vision of the national past. The new Australian History curriculum, which has sought to get beyond so-called 'black armband' and 'white blindfold' histories, has recently come under fire for its perceived lack of attention to one of the nation's founding mythologies, the battle of Gallipoli. To engage with this debate, we will draw on a framework first presented by Friedrich Nietzsche for thinking about the uses and abuses of historical discourse. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Durante casi dos décadas, la enseñanza de la historia en Australia ha experimentado una pugna en torno a la memoria colectiva del pasado colonial, y la preocupación de su impacto en la identidad nacional de los estudiantes. Desde la llegada de las luchas entre historia / cultura y su desbordamiento en la materia de Historia y de Estudios Sociales (Sociedad y Medio) los currículos, los historiadores conservadores, políticos y comentaristas de los medios han estado luchando para ver el fin del "brazalete negro" de la historia -o lo que perciben como una visión excesivamente triste de nuestra historia colectiva- y su sustitución por lo que argumentan es una más "equilibrada" visión positiva del pasado nacional. El nuevo plan de estudios de historia de Australia, que ha tratado de ir más allá del llamado "brazalete negro" y las historias "con los ojos vendados de blanco", ha sido criticado por su supuesta falta de atención a una de las mitologías fundadores de la nación, la batalla de Gallipoli. Para colaborar con este debate, vamos a recurrir a un marco presentado por primera vez por Friedrich Nietzsche para pensar acerca de los usos y abusos del discurso histórico. [ABSTRACT FROM AUTHOR]
Copyright of Ensayos: Revista de la Facultad de Educacion de Albacete is the property of Ensayos Revista de la Facultad de Educacion de Albacete 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.)
Database: Education Research Complete
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  Data: PERSPECTIVAS NIETZSCHEANAS SOBRE LAS REPRESENTACIONES DE LA HISTORIA NACIONAL EN LOS LIBROS DE TEXTOS DE AUSTRALIA: ¿QUÉ DEBEMOS HACER CON GALLIPOLI?
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  Data: For almost two decades, History education in Australia has been a site of struggle over collective memory of the colonial past, and an object of concern for how this impacts students' sense of national identity. Since the advent of the history/culture wars and their spill over into History and Social Studies (Society and Environment) curricula, conservative historians, politicians, and media commentators have been fighting to see an end to 'black armband' history - or what they see as an excessively mournful view of our collective history - and its replacement with what they argue is a more 'balanced', but usually celebratory, vision of the national past. The new Australian History curriculum, which has sought to get beyond so-called 'black armband' and 'white blindfold' histories, has recently come under fire for its perceived lack of attention to one of the nation's founding mythologies, the battle of Gallipoli. To engage with this debate, we will draw on a framework first presented by Friedrich Nietzsche for thinking about the uses and abuses of historical discourse. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: Durante casi dos décadas, la enseñanza de la historia en Australia ha experimentado una pugna en torno a la memoria colectiva del pasado colonial, y la preocupación de su impacto en la identidad nacional de los estudiantes. Desde la llegada de las luchas entre historia / cultura y su desbordamiento en la materia de Historia y de Estudios Sociales (Sociedad y Medio) los currículos, los historiadores conservadores, políticos y comentaristas de los medios han estado luchando para ver el fin del "brazalete negro" de la historia -o lo que perciben como una visión excesivamente triste de nuestra historia colectiva- y su sustitución por lo que argumentan es una más "equilibrada" visión positiva del pasado nacional. El nuevo plan de estudios de historia de Australia, que ha tratado de ir más allá del llamado "brazalete negro" y las historias "con los ojos vendados de blanco", ha sido criticado por su supuesta falta de atención a una de las mitologías fundadores de la nación, la batalla de Gallipoli. Para colaborar con este debate, vamos a recurrir a un marco presentado por primera vez por Friedrich Nietzsche para pensar acerca de los usos y abusos del discurso histórico. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Ensayos: Revista de la Facultad de Educacion de Albacete is the property of Ensayos Revista de la Facultad de Educacion de Albacete 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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      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 159
    Subjects:
      – SubjectFull: History of education
        Type: general
      – SubjectFull: Textbooks
        Type: general
      – SubjectFull: Nationalism
        Type: general
      – SubjectFull: Australia
        Type: general
      – SubjectFull: Nietzsche, Friedrich Wilhelm, 1844-1900
        Type: general
    Titles:
      – TitleFull: NIETZSCHEAN PERSPECTIVES ON REPRESENTATIONS OF NATIONAL HISTORY IN AUSTRALIAN SCHOOL TEXTBOOKS: WHAT SHOULD WE DO WITH GALLIPOLI?
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            NameFull: Parkes, Robert J.
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            NameFull: Sharp, Heather
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            – D: 01
              M: 05
              Text: 2014
              Type: published
              Y: 2014
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              Value: 29-1
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            – TitleFull: Ensayos: Revista de la Facultad de Educacion de Albacete
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