History and Identity in Pluralist Democracies: Reflections on Research in the U.S. and Northern Ireland

University of Alberta. 347 Education South, Edmonton, Alberta T6G 2G5, Canada. Web site: http://www2.education.ualberta.ca/css/

Y

6

Foreign Countries; History; History Instruction; Role of Education; Self Concept; Cultural Pluralism; Curriculum; Religion; Political Attitudes; Teaching Methods; Democratic Values; Comparative Education; Educational Objectives; Program Content; Content Analysis; Patriotism

Canada; United Kingdom (Northern Ireland); United States

1191-162X

This paper addresses the role of history education in developing a shared sense of identity in modern democracies. It does so by presenting findings from research into children's ideas about history in the United States and Northern Ireland, two settings that share important political and social characteristics with Canada and other pluralist countries. In the United States, the history curriculum revolves around developing a unified national identity, and it provides few opportunities for students to examine diversity within or outside the country. In Northern Ireland, schools avoid issues of identity and thus do little to help students move beyond the bonds of their own political/religious communities. A more productive way of incorporating identity into the history curriculum would involve attention to those events in a nation's past that have promoted pluralism and democracy.

As Provided

8

2015

EJ1073989