Universidad Autonoma Madrid April 2015 Report Report Committee Committee De De Rooij: Rooij: 10 10 era s era sof of chronological chronological historical historical overview; overview; some some historical historical skills skills (implemented (implemented2007) A of History: bridging the divide between historical scholarship and school history? A Dutch example Rapport Rapport commissie commissie De De Rooij: Rooij: tien tien tijdvakken tijdvakken en en 49 49 aspecten aspecten van van oriëntatiekennis, oriëntatiekennis, 2001 2001 Maria Grever Center for Historical Culture 1. Hunters & Farmers (up to 3000 BC) 2. Greeks & Romans (3000 BC 500 AD) 3. Monks & Knights (500-100 AD) 4. Cities & States (1000-1500 AD) 5. Discoverers & Reformers (1500-1600 AD) 6. Regents & Princes (1600-1700 AD) 7. Wigs & Revolutions (1700-1800 AD) 8. Citizens & Steam Engines (1800-1900 AD) 9. Citizens & Steam Engines (1800-1900 AD) 10.Television & Computer (after 1950 AD) report: report: 50 50 items items ( windows ) ( windows ) on on Dutch Dutch history; history; no no skills skills (implemented (implemented2009)
A National NationalHistorical HistoricalMuseum in in the the Netherlands? Netherlands? (debate (debate since since2006, cancelled cancelled in in 2011) 2011) (high schools) (high schools) 1945-1970 Continuity of pre-war history education 1970-1995 Transition and renewal Transformation school history from a rather encyclopedic and historistic subject with patriotic goals to a more problem-solving orientation 1945-1970 Continuity of pre-war history education 1970-1995 Transition and renewal Transformation school history from a rather encyclopedic and historistic subject with patriotic goals to a more problem-solving orientation 1995-2012 Critique and discomfort
Since 1960s / 70s new historiographical approaches Postcolonial perspectives on the Nation Migration history; Gender history; World history Deconstruction of national histories Invented tradition Imagined community Impact on school history? Three dichotomies in public debates Contents - historical skills Chronological overview - 'political correct' themes National history - world history Other constraints hardly noticed Discouragement policy: fusion school subjects in 'Orientation in the world (Netherlands, UK) Pressure timetables: loss of coherent school curricula University historians not familiar with historical thinking Vulnerable position humanities within academic world
There is nothing wrong with canonization processes Traditions and transmitted knowledge are necessary in every community and society Without it we cannot communicate, select and assess What do we mean with a canon? Shared historical frame of reference within a community Grand narrative with heroes, events, stories, ideas and moral values, colligated by plots, perspectives, concepts and explanations Since Enlightenment knowledge and tradition are no longer based on authority Who has the Authority to impose canons? Experts Governments, churches Role of the public? Natural narrative process: epic concentration What are the consequences for social exclusion? The The Dutch Dutchcanon canon of of national national history: history: useful useful for forthe the 21st 21st century? century?
It's It's AAMan's Man'sWorld World...... But Butititwould wouldbe benothing nothing without withoutaawoman womanor oraagirl girl...... Indische Indischecanon canon Response to the canon Much enthusiasm in public sphere Local groups, journalists. ofrevolts revolts&&murders murders Windows Windowson onthe theworld: world:aa canon canonfor forglobal globalcitizenship citizenship ofwomen women ofharsh harshwinters winters and andhot hotsummers summers ofchurch churchsongs songs
of of Flevoland Flevoland 1st 1stwindow: Swifterbant Swifterbantman man of of Flevoland Flevoland 16th 16thwindow: newcomers newcomers Response to the canon History teachers consider canon a solid justification to argue for more history lessons not very enthusiastic in the practice of teaching Recently a call for a Black : dark pages about Dutch history In 2012 response from 70 academic historians In 2008 protest letter to Parliament of 23 academic historians and history education experts
Concern The Dutch canon and the related heritage education projects are: disconnected from academic (historical) scholarship We need to rethink the history curriculum: Acknowledging gender, students involvement with a multiform past, interrelations of national and international history Support history teachers with training facilities not embedded in the core objectives of primary education or the key targets of high school curricula An imposed canon of national history does not solve problems in school history Thank you for listening