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Curriculum studies worldwide","first-page":"71","article-title":"Towards confronting Cameroon's colonial legacy through textbook analysis: in pursuit of decolonisation","author":"Nubia","year":"2025"},{"key":"10.1016\/j.copsyc.2025.102264_bib6","series-title":"Nordic perspectives on human rights education. Research and practice for social justice","first-page":"16","article-title":"Nordic countries' involvement in the European colonial project and implications for human rights education","author":"Stachurska-Kounta","year":"2024"},{"key":"10.1016\/j.copsyc.2025.102264_bib7","doi-asserted-by":"crossref","first-page":"49","DOI":"10.1080\/14623528.2024.2319920","article-title":"From a \u201cglorious reparation\u201d to a \u201cwretched adventure\u201d: the second Italo-Ethiopian war in Italian history textbooks (1936-2020)","volume":"27","author":"Bentrovato","year":"2025","journal-title":"J Genocide Res"},{"key":"10.1016\/j.copsyc.2025.102264_bib8","article-title":"Colonialism and imperialism in Austrian history curricula and textbooks (1945\u20132023)","volume":"1","author":"Brait","year":"2024","journal-title":"Hist Thinking Cult"},{"key":"10.1016\/j.copsyc.2025.102264_bib9","unstructured":"This study focuses on two wars in a modern imperial context in Zimbabwean history textbooks: the Chimurenga\/Umvukela wars of liberation of 1896\u20137 and 1965\u201379. This article is important as it does not analyze history textbook from a former European imperial power, yet from a former colonized country. This symbolizes a shift in history textbook research on European overseas modern imperialism and shows a gradual postcolonial shift. At the same, it reveals that the textbook narratives from Zimbabwe being a former colony remain very binary: they offer a one-sided, linear single-story narrative meant to contribute to the construction of a (dominant) national identity."},{"key":"10.1016\/j.copsyc.2025.102264_bib10","unstructured":"This journal article analyzes the extent to which anti-colonial discourses in school history textbooks from three former colonies (South Africa, Namibia, and Zimbabwe) relate to decolonial historiographies. As such this is a very important study, as it focuses on history textbooks from former colonies (which has for a longtime been very exceptional) yet also it examines anti-colonial discourses, hence paying attention to non-European agency during the era of modern imperialism. The study indeed revealed several anti-colonial discourses: Africans are attributed agency, and African heritage is addressed allowing to highlight the voice of African societies and African symbols. Those discourses are presented to a large extent through decolonial historiographies, offering an example of textbooks connecting to historiography, which is far from self-evident."},{"key":"10.1016\/j.copsyc.2025.102264_bib11","unstructured":"This article is important as it comparatively analyzes how histories of the British Empire were portrayed in textbooks from the Interwar period and since 2015, hence allowing for a diachronic view and for assessing the influence of \u2018new history\u2019. Findings reveal that many current history textbooks engage learners in enquiry and offer them a wide(r) ranges of perspectives and interpretations on the British Empire. At least one textbook, however, continues to offer a very traditional, conservative, factual, single narrative. Overall, the study shows that although influences of \u2018new history\u2019 are apparent, a colonial view remains rather dominant. This becomes particularly clear in the selection of historical sources accompanying the learning text, which still disproportionately represent the voices of British colonial elites. In terms of assessing the colonial enterprise, it is striking to see that current textbooks try to provide a \u2018balanced\u2019 view of British imperialism, meaning they try to demonstrate a sense of \u2018neutrality\u2019, ending up with a representation of \u2018Britain did good, but Britain also did harm\u2019."},{"key":"10.1016\/j.copsyc.2025.102264_bib12","unstructured":"This book chapter focuses on the representations of colonial narratives in history textbooks and how these discourses mirror colonial bias at the expense of indigenous experiences as well as African-oriented epistemologies. In this sense it is an important contribution as it symbolizes the increased attention to textbooks from former colonies. The chapter findings, however, show the stubbornness of the colonial narrative. Cameroon's curriculum and officially approved history textbook continue to reflect Western epistemologies instead of indigenous knowledge and perspectives. European achievements remain glorified, while indigenous agency is minimized."},{"key":"10.1016\/j.copsyc.2025.102264_bib13","unstructured":"This book chapter is of importance as it examines the representations in textbooks of the Nordic countries' involvements in colonialism. This signifies a shift in research, from textbook analysis of mostly former colonizer European countries to the analysis of textbooks stemming from European countries not formally being involved in the modern imperial enterprise, such as the Nordic countries. In the past decade, academic historiography however clearly demonstrated how those countries and some of their inhabitants were nevertheless informally strongly involved in modern imperialism. This study reveals how this academic finding has not found its way yet to collective memory as displayed in history textbooks, as these tend to downplay Nordic colonial complicity."},{"key":"10.1016\/j.copsyc.2025.102264_bib14","unstructured":"This article is of significant importance as it examines how the Second Italo-Ethiopian War is represented in Italian secondary school history textbooks, and to what extent these representations relate to historiographical developments. For since many years now, academic historiography has very explicitly debunked the myth of the \u2018good Italian\u2019, by clearly demonstrating the Italian war aggression and the use of chemical weapons. At the same time, in popular historical culture those insights have barely trickled through. This study finds a growing recognition of the said Italian war aggression and the use of chemical weapons. However, the overall narrative remains Italo- and Eurocentric, with deliberate silences and the Italian and European responsibilities being minimized. History textbooks appear to continue to support the enduring myth of the \u2018good Italian\u2019."},{"key":"10.1016\/j.copsyc.2025.102264_bib15","unstructured":"This journal article addresses as well the representations of history textbook narratives on modern imperialism from a country not formally involved in the colonial enterprise. It examines how Austrian history curricula and textbooks since 1945 have depicted colonialism and imperialism. The study is important as it shows, via its diachronic research, how textbook narratives largely continue to offer a Eurocentric perspective; only very recently, since 2016, history textbooks start to pay attention to the consequences of modern imperialism (such as neocolonialism and racism) up until the present."},{"key":"10.1016\/j.copsyc.2025.102264_bib16","doi-asserted-by":"crossref","unstructured":"Adu-Gyamfi S, Anderson E: History education in Ghana: a pragmatic tradition of change and continuity. Histor Encount 2021, 8: 18-33. https:\/\/doi.org\/10.52289\/hej8.201.","DOI":"10.52289\/hej8.201"},{"key":"10.1016\/j.copsyc.2025.102264_bib17","doi-asserted-by":"crossref","unstructured":"Ara\u00fajo M: Crossings and anchorages: the circulation of the painting the King's fountain and the negotiation of post-colonial racial imaginaries in Portugal. 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