History in war and peace
in Citizenship, Nation, Empire
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This chapter examines changing attitudes to the teaching of history after the First World War. In particular, it analyses how debates about the content and method of history education reflected interwar concerns about militarism and the effects of extreme nationalism. To some extent, these concerns were reflected in the changing content of textbooks. The chapter argues, however, that the 1920s witnessed not only the continuation of the Herbartian method in texts for young children but the uptake of key Herbartian principles by those writing textbooks. The teaching of patriotic imperial values remained important, but patriotism itself underwent a revaluation in the 1920s which was reflected in debates about how to teach imperial history. The chapter also includes analysis of the British response to League of Nations recommendations to use history as a site for peace education and international understanding.

Citizenship, Nation, Empire

The Politics of History Teaching in England, 1870–1930

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