History Education in Lebanon and the Borders of the Nation.

Format:

Book

Author/Creator:

Saab, Bouchra.

Series:

Studies on Modern Orient Series

Studies on Modern Orient Series ; v.56

Language:

English

Subjects (All):

Education--Lebanon.

Education.

History--Study and teaching.

History.

Physical Description:

1 online resource (316 pages)

Edition:

1st ed.

Place of Publication:

Berlin/Boston : Walter de Gruyter GmbH, 2025.

Summary:

This study shows that widely used history textbooks in Lebanon are more standardized and censored than in most liberal democratic countries, and relatively similar in form and content to textbooks from Syria and Iraq.

Contents:

Intro

Studies on Modern Orient

Contents

Acknowledgments

List of Abbreviations

Foreword (Auto)biography of a thesis

Notes on the positionality of the author

Research questions, hypotheses and methodology

1 Introduction

1.1 Theoretical framework

1.1.1 The Background as a constellation

1.1.2 Textbooks as a genre

1.1.3 History as narrative and as discourse

1.1.4 Lebanese society beyond religious groups: establishment and outsiders

1.2 A short history of textbook research in and about thearea

1.2.1 Contemporary academic reviews of Lebanese, Syrian and Iraqi textbooks: the horizon divide

1.2.1.1 Syria, Iraq, and the "critique of totalitarianism" horizon

1.2.1.2 Lebanon and the "critique of sectarianism" horizon

1.2.1.3 New insights and paradoxes

1.2.2 Back to the roots of the Lebanese "critique of sectarianism" horizon: works from and about the civil war

1.2.2.1 Wehbé and el-Amine (el-Amine A. a., 1980)

1.2.2.2 Frayha (Frayha N. M., 1985)

1.2.3 Deeper than roots: insights on historiography

1.2.3.1 Beydoun (Beydoun, 1989)

1.2.3.2 Havemann (Havemann, 2002)

1.2.4 Conclusion

1.3 From background knowledge to constellation mapping

1.3.1 Historical background and tradition

1.3.2 Prescribed curriculum

1.3.3 Examinations and assessment

1.3.4 Classroom media

1.3.5 Censorship

1.3.6 Contemporary politics and ideology

1.3.7 Internet-Access

1.3.8 Mass media

1.3.9 Teacher and student roles

1.3.10 Historiography

1.3.11 Additional variables

1.3.12 Conclusion

2 Lebanese history textbooks in context

2.1 The sample

2.1.1 In Lebanon

2.1.2 In Syria

2.1.3 In Iraq

2.2 Diachronic overview of Lebanese textbooks

2.2.1 Lebanon and Syria before and under French mandate

2.2.1.1 Khātir (1914)

2.2.1.2 Lammens (1921)

2.2.1.3 Mouterde (1932).

2.2.2 The first textbooks of independent Lebanon

2.2.3 The aborted textbook of 2000

2.3 The parallel evolution of Syrian and Iraqi textbooks

2.3.1 Syrian textbooks

2.3.2 Iraqi textbooks

2.4 Conclusion

3 Lebanese history textbooks as a genre

3.1 The sample

3.2 Formal characteristics

3.2.1 Outer design, typography, and colour

3.2.2 Structural elements: textual and non-textual

3.2.3 Cover illustrations

3.2.3.1 in grade 7

3.2.3.2 in grade 8

3.2.3.3 in grade 9

3.2.4 Other illustrations: their nature and functions

3.2.5 The significance of titles

3.2.6 Publishers, authors, and their backgrounds

3.2.6.1 The background of the publishers

3.2.6.2 The background of the authors

3.2.6.3 Documents and sources as references to the respective backgrounds

3.3 Narratological characteristics

3.3.1 The curriculum as a departure point: what dominant narrative does it imply?

3.3.1.1 In grade 7

3.3.1.2 In grade 8

3.3.1.3 In grade 9

3.3.2 The main narrative and the smaller narratives: where do textbooks converge with the curriculum, and where do they depart from it?

3.3.2.1 In grade 7:

3.3.2.2 In grade 8:

3.3.2.3 In grade 9

3.3.2.4. other variations

3.3.3 The relevance of narratology for history textbooks

3.3.3.1 Reading the narrative with Genette's eyes

3.3.3.2 Observations on space: the world as concentric circles

3.3.3.3 Characters and role distribution

3.3.4 The functions of narration

3.4 Conclusions

4 One" us" and three "others"

4.1 Ethnoreligious minorities and the migrant other

4.1.1 Religious communities between reality and textbook narrative

4.1.1.1 religious communities in administrative documents

4.1.1.2 religious communities in History textbooks

Muslim communities:

Sunni

Shiite

Druze

Alawi

Ismaili

Other Muslim groups.

Christian communities:

Maronites

Rūm Orthodox

Rūm Catholic (Melkites)

Armenian Orthodox

Armenian Catholic

Protestants

Latin

Assyrians

Syriac Catholic, Syriac Orthodox, Nestorian, Chaldean, and Coptic

Jews/Israeli

4.1.2 Episodes of conflict and coexistence

4.1.2.1 Conflicts and coexistence under Muslim dynasties

4.1.2.2 Conflicts and coexistence between Muslims and crusaders

4.1.2.3 Conflicts and coexistence in Europe

4.1.2.4 Conflicts and coexistence in Mount Lebanon and Greater Lebanon

4.1.3 The geographical distribution of religious groups in Lebanon

4.2 Ethnic differences, slavery, and violence

4.2.1 Blackness, slavery, and the inferior other

4.2.1.1 The Zanj rebellion

4.2.1.2 Kāfūr the Ikhshidid

4.2.2 "White slaves", mercenaries and the violent other

4.2.2.1 Turks

4.2.2.2 Persians

4.2.2.3 Mongols and other "barbarians"

4.2.3 European colonialism and modern slavery

4.3 Women in and outside the border

4.3.1 The space occupied by females: named and unnamed female characters

4.3.1.1 In grade 7

4.3.1.2 In grade 8

4.3.1.3 In grade 9

4.3.2 Women as wives, daughters, and maids

4.3.2.1 Islamic rule and harem politics

4.3.2.2 European "harems"

4.3.2.3 Lebanese harems and the curious case of Fakhr ad-Dīn

4.3.3 The unusual case of "State women": Sitt Nasab and Shajar ad-Durr

4.3.4 Women as designated victims and occasional citizens: wars, peace, and revolutions

4.3.5 Elements of a counter-narrative: "a-Raghīf" and May Ziadeh

4.4 Conclusions

4.4.1 religious "essentialism": ethnoreligious communities as intrinsic categories

4.4.2 Migration and ethnic cleansing: two topics of unease

4.4.3 A hierarchy of "races" or ethnic communities

4.4.4 The limited role of women

4.4.5 Nuances and textbook categories

5 Conclusion.

5.1 Major findings

5.1.1 Textbook categories and nuances

5.1.2 Return on the research questions and hypotheses

5.2 Limitations

5.3 Post Scriptum: on position and horizon

5.4 Post post Scriptum: class, race and gender?

Annex I excerpts from NT in Arabic

Annex II Summary of the proposed curriculum reforms in 2011 (Mneimneh, June 2023)

Bibliography

Index.

Notes:

Description based on publisher supplied metadata and other sources.

Part of the metadata in this record was created by AI, based on the text of the resource.

ISBN:

3-11-157729-5

OCLC:

1531947321