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This book examines the shifting portrayal of the nation in school textbooks in 14 countries during periods of rapid political, social, and economic change. Drawing on a range of analytic strategies, the authors examine history and civics textbooks, and the teaching of such texts, along with other prominent curricular materials-children's readers, a required text penned by the head of state, a holocaust curriculum, etc. The authors analyze the uses of history and pedagogy in building, reinforcing and/or redefining the nation and state especially in the light of challenges to its legitimacy. The primary focus is on countries in developing or transitional contexts. Issues include the teaching of democratic civics in a multiethnic state with little history of democratic governance; shifts in teaching about the Khmer Rouge in post-conflict Cambodia; children's readers used to define national space in former republics of the Soviet Union; the development of Holocaust education in a context where citizens were both victims and perpetuators of violence; the creation of a national past in Turkmenistan; and so forth. The case studies are supplemented by commentary, an introduction and conclusion.

TABLE OF CONTENTS
Foreword to the Series
Acknowledgements
1. Nation, State, School, Textbook
James H. Williams
Section 1. Shoring up the State
2. The Mobilization of Historical Consciousness in the Narratives about
the Last Argentine Dictatorship
Daniel S. Friedrich
3. Domesticating Democracy? Civic and Ethical Education Textbooks in
Secondary Schools in Democratizing Ethiopia
Shoko Yamada
4. State Formation and Nation Building through Education: The Origins
and Introduction of the “National Education” Program in Singapore
Yeow Tong Chia
5. Publicizing Nationalism: Legitimizing the Turkmen State through
Niyazov’s Rukhnama
Caroline Dolive
6. Pedagogies of Space: (Re)Mapping National Territories, Borders, and
Identities in Post-Soviet Textbooks
Iveta Silova, Michael Mead Yaqub, and Garine Palandjian
Section 2. (Re)Imagining the Nation after War
7. Whose Past, Whose Present? Historical Memory among the
“Postwar” Generation in Guatemala
Michelle J. Bellino
8. Revision for Rights? Nation-Building through Post-War Cambodian
Social Studies Textbooks, 1979–2009
Federick J. Ngo
9. Studying the Past in the Present Tense: The Dilemma of History
Textbooks in Conflict-Ridden Areas
Esther Yogev
TABLE OF CONTENTS
vi
10. History Teachers Imagining the Nation: World War II Narratives in
the United States and Canada
Lisa Y. Faden
Section 3. (Re)Constructing the Nation
11. Re(learning) Ukrainian: Language Myths and Cultural Corrections
in Literacy Primers of Post-Soviet Ukraine
Michael Mead Yaqub
12. The ABC’s of Being Armenian: (Re)Turning to the National
Identity in Post-Soviet Textbooks
Garine Palandjian
13. An Unimagined Community? Examining Narratives of the
Holocaust in Lithuanian Textbooks
Christine Beresniova
14. Legitimizing an Authoritarian Regime: Dynamics of History
Education in Independent Russia
Karina Korostelina
Section 4. Reflections and Conclusions: So What?
15. Textbooks, Schools, Memory, and the Technologies of National
Imaginaries
Noah W. Sobe
16. Strategic “Linguistic Communities”: The Political Struggle for
Nationalism in School
William C. Brehm
17. School Textbooks and the State of the State
James H. Williams
Contributors
Index
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