殖民过去和/在历史教科书:一篇文献综述
Karel Van Nieuwenhuyse1, Denise Bentrovato2, Joaquim Pires Valentim3
1University of Leuven, Blijde-Inkomststraat 21 Box 3307, B-3000, Leuven, Belgium.
Current opinion in psychology
|January 23, 2026
概括
历史教科书经常抵制非殖民化,尤其是在前殖民国家. 然而,前殖民地教科书批评帝国主义,将过去的不公正与现在的不平等联系起来,显示了对殖民过去的包容性教学的潜力.
科学领域:
- 历史教育教育教育的历史.
- 后殖民时期的研究.
- 社会心理学 社会心理学
背景情况:
- 全球重新关注殖民遗产.
- 关于欧洲现代帝国主义的中学历史教科书的分析.
- 自2015年以来发表的44项研究的系统文献综述.
研究的目的:
- 分析历史教科书中关于殖民过去代表性的研究.
- 确定研究重点:教科书表现,课堂接待和元分析.
- 为了比较前殖民国和前殖民地的教科书内容.
主要方法:
- 系统的文献审查和雪球采样.
- 定性和定量方法,包括文本分析.
- 在后殖民时期的视角下,在三分之一的研究中指出缺乏方法透明度.
主要成果:
- 从前殖民国教科书显示有限的后殖民转型.
- 前殖民地教科书提供了批判性,反帝国主义的叙述,将过去的不公正与新殖民主义联系起来.
- 教科书反映了国家记忆文化,而不是学术史学,除了一些例外.
结论:
- 在前殖民国教科书中,对去殖民化的持久抵抗.
- 通过创新的材料和教学方法证明了脱殖民和包容性方法的潜力.
- 需要在历史教育中与殖民遗产进行批判性接触.
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