Are Students Expected to Critically Engage with Textbook Perspectives of the Second World War? A Comparative and International Study

Abstract

This article is a comparative study of perspectives of the Second World War in contemporary school history textbooks from England, Japan, Sweden, Italy and the United States. In the article the author examines the extent to which interpretations of the Second World War differ in the textbooks of each nation as well as the relationship between perspectives and contemporary political agendas. Research on developments in Germany is used as an anchor against which to compare developments in the five countries. Having described and analysed differences the author then investigates the extent to which students in the five countries may be expected to engage with perspectives offered. To construct alternative interpretations of the conflict the author supports an interpretative understanding of the discipline of history based in a neo-hermeneutic reading of the subject.