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עמוד:*67
* 67 The twofold pressure on the nation - state both from global and local directions also affected history education . This process has its own dynamics, regardless of the transformation from conflict to post - conflict . As mentioned already, modern historiography and history education coalesced with the rise of the nation - state in the nineteenth and twentieth century . However, new technology, new global economy, vast population mobility, boundless media alongside multinational and transnational institutions and organizations, reduced the political, economic, and social autonomy of the nation - state in last decades, and weakened its authority . Hence, globalization undermined the national base of the collective identities . On the other hand, ethnic communities, sports clubs, religious congregations, professional networks, gender associations, age affiliations and other sub - national and transnational groups, offered particular identities to many members of a given collectives, which crossed national boundaries . Hence, localization also occasionally compete and even diluted the national identity of given citizens of the nation - state . The erosion of the national canon cleared out the way to examine and to cope with the difficult aspects of the nation's past, thereby generating fierce debates . These debates further damaged the national narrative, thus paving the way to the rise of multiple, albeit contested, and even chaotic historical narratives . 9 While viewing history as teleological and progressive, many countries portrayed their history as an ongoing process leading to the unveiling of better and even potentially Lessons : Inequality, Diversity and the National Curriculum”, Race Ethnicity and Education , 20, pp . 478 - 494 ; Tony Taylor and Stuart Macintyre, “Cultural Wars and History Textbooks , ) 2017 ( 4 in Democratic Societies”, in Mario Carretero, Stefan Berger and Maria Grever ( eds . ) , Palgrave Handbook of Research inHistorical Cultureand Education ( London : Palgrave Macmillan, pp . 613 - 635 . , ) 2017 Stefan Berger, “De - Nationalizing History and Nationalizing it Differently ! : Some Reflections 9 on How to Defuse Negative Potential of National ( ist ) History Teaching”, in Carretero, Asensio, and Rodríguez - Moneo ( eds . ) , History Education and the Construction ofNational Identities , 33 - Vera Kaplan, “History Teaching in Post - Soviet Russia : Coping with Antithetical ; 47 Traditions”, in Ben Eklof, Larry E . Holmes, Vera Kaplan ( eds . ) , Educational Reform in Post - SovietRussia : Legacies and Prospects ( London : Frank Cass, 2005 ) , pp . 247 - 271 ; Joseph Zajda, “Transforming Images of Nation - Building : Ideology and Nationalism in History School Textbooks in Putin’s Russia, 2001 - 2010 ,” in Taylor and Guyver ( eds . ) , HistoryWars and the Classroom , pp . 125 - 142 ; Sun Joo Kang, “Postcolonial Discourses and Teaching National History : The History Educators’ Attempts to Overcome Colonialism in the Republic of Korea”, in Mario Carretero, Stefan Berger and Maria Grever ( eds . ) , Palgrave Handbook of Research in Historical Culture and Education, 331 – 354 ; Eckhardt Fuchs and Marcus Otto ( guest eds . ) , “Special Issue : Postcolonial Memory Politics in Educational Media”, Journal ofEducational Media, Memory, and Society , 5, 1 ( 2013 ) .
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אדמוני, אריאל
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