著者

吉岡 早希 Saki YOSHIOKA

出版者

東洋英和女学院大学大学院

雑誌

東洋英和大学院紀要 = The Journal of the Graduate School of Toyo Eiwa University (ISSN:13497715)

巻号頁・発行日

vol.10, pp.95-111, 2014-03-15

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This paper describes cross-sectoral dialogues concerning history textbook revisions aimed at promoting a common historical awareness in the European Union and examines the ways in which this process has affected European integration. Initiated as a mutual assessment of textbooks in the inter-war period aimed at preventing prejudice against other European states, history textbook dialogues eventually evolved into arguments about the history education of citizens of the European community and the multilateral community in the post Cold War aimed at fostering collaborative development. By analyzing previous research and official activity reports of the respective actors involved in the process, including Germany, France, Poland, the Council of Europe, UNESCO, the Georg-Eckert Institute, and EUROCLIO, this study demonstrates the limitations of the activities aimed at enhancing a common historical awareness. This research suggests that existing difficulties and obstacles need to be overcome before history textbook dialogues can make possible the establishment of mutual understanding among the European states. It concludes that continuous observation and further study are required

著者

吉岡 早希 Saki YOSHIOKA

出版者

東洋英和女学院大学大学院

雑誌

東洋英和大学院紀要 (ISSN:13497715)

巻号頁・発行日

no.10, pp.95-111, 2014

---

This paper describes cross-sectoral dialogues concerning history textbook revisions aimed at promoting a common historical awareness in the European Union and examines the ways in which this process has affected European integration. Initiated as a mutual assessment of textbooks in the inter-war period aimed at preventing prejudice against other European states, history textbook dialogues eventually evolved into arguments about the history education of citizens of the European community and the multilateral community in the post Cold War aimed at fostering collaborative development. By analyzing previous research and official activity reports of the respective actors involved in the process, including Germany, France, Poland, the Council of Europe, UNESCO, the Georg-Eckert Institute, and EUROCLIO, this study demonstrates the limitations of the activities aimed at enhancing a common historical awareness. This research suggests that existing difficulties and obstacles need to be overcome before history textbook dialogues can make possible the establishment of mutual understanding among the European states. It concludes that continuous observation and further study are required