Joanna Wojdon

Historia Polski

Słownik encyklopedyczny

Dorota Wiśniewska

Public in Public History presents international research on the role of the public in public history: the ways people perceive, respond to and influence history-related institutions, events, services and products that deal with the past. The book addresses theoretical reflections on the public, or multiple publics, and their role in public history, and empirical analyses of the publics’ active responses to and impact on existing forms of public history. Special attention is also paid to digital public history, which facilitates the double role of the public—as both recipient and creator of public history. With a multinational author team, the book is based on various national, but also international, experiences and academic traditions; each chapter goes beyond national cases to look transnationally. The narratives built around their cases deal with issues such as arranging a museum exhibition, managing a history-related website, analyzing readers’ comments or involving non-professional public as oral history researchers. With sections focusing on research, commemorations, museums and the digital world, this is the perfect collection for anyone interested in what the public means in public history.

Public in Public History

Izabela Lewandowska

Katarzyna Bock-Matuszyk

Marcin Jarząbek

Michał Kierzkowski

Wiktoria Kudela-Świątek

Ewa Sowińska

Karolina Żłobecka

Marta Kurkowska-Budzan

Unnur María Bergsveinsdóttir 

María Smáradóttir Jóhönnudóttir 

Helga Ólafs 

Anna Wojtyńska

Marek Szajda

Hanna Gospodarczyk

Robert Rydzewski

Michal Šmíd 

Wrocławski Rocznik Historii Mówionej jest wydawanym przez Ośrodek "Pamięć i Przyszłość" multidyscyplinarnym, jedynym w Polsce czasopismem naukowym poświęconym oral history, którego celem jest stworzenie platformy do refleksji metodologicznej nad metodą oral history oraz do wymiany doświadczeń różnych ośrodków i osób – przedstawicieli różnych dyscyplin naukowych – zajmujących się szeroko rozumianą historią mówioną. W periodyku publikowane są wyniki badań naukowych z wykorzystaniem źródeł historii mówionej oraz dyskusje nad samą metodą, a także opracowane naukowo źródla historii mówionej. Czasopismo jest również źródłem informacji o aktualnie prowadzonych badaniach, projektach, organizowanych konferencjach i nowościach wydawniczych, których tematyka dotyczy oral history. Wrocławski Rocznik Historii Mówionej znajduje się w bazach: The Central European Journal of Social Sciences and Humanities, The Central and Eastern European Online Library oraz w Bazie Czasopism Humanistycznych i Społecznych, oraz w European Reference Index for the Humanities and Social Sciences (ERIH PLUS). W 2019 r. Ministerstwo Nauki i Szkolnictwa Wyższego przyznało WRHM 20 pkt.

Tom VI

Wrocławski Rocznik Historii Mówionej

Textbooks as Propaganda analyses post-Second World War Polish school textbooks to show that Communist indoctrination started right from the first grade. This indoctrination intensified as students grew older, but its general themes and major ideas were consistent regardless of the age of the readers and the discipline covered. These textbooks promoted the new, post-war Poland’s boundaries, its alliance and friendship with the Soviet Union, and communist ideology and its implementation within the countries of the Soviet bloc. Through a thorough analysis of nearly a thousand archival textbooks, Joanna Wojdon explores the ways in which propaganda was incorporated into each school subject, including mathematics, science, physics, chemistry, biology, geography, history, Polish language instruction, foreign language instruction, art education, music, civic education, defense training, physical education and practical technical training. Wojdon also traces the extent of the propaganda, examining its rise and eventual decrease in textbooks as the totalitarian state began its decline. Positioning school textbooks and textbook propaganda in the broader context of a changing political system, posing questions about the effectiveness of the regime’s educational policies and discussing recent research into political influences on school education, this book will appeal to anyone interested in the history of communist-era propaganda.

Poland under Communist Rule, 1944–1989

Textbooks as Propaganda

This volume presents various aspects of public history practices in Poland, alongside their historical development and theoretical reflections on public history. Despite a long tradition and variety of forms of public history, the very term "public history", or literally speaking "history in the public sphere", has been in use in Poland only since the 2010s. This edited collection contains chapters that focus on numerous practices and media forms in public history including historical memory, heritage tourism, historical re-enactments, memes and graphic novels, films, archives, archaeology and oral history. As such, the volume brings together the Polish experiences to wider international audiences and shares Polish controversies related to public history within the academic discourse, beyond media news and politically engaged commentaries. Furthermore, it sheds crucial light on the developments of collective memory, historical and political debates, the history of Poland and East-Central Europe, and the politics of post-World War Two and post-communist societies. Authored by a team of academic historians and practitioners from the field, Public History in Poland is the perfect resource for students from a variety of disciplines including Public History, Heritage, Museum Studies, Anthropology, and Archaeology.

Public History in Poland

Incorporating Information and Communication Technology tools into the teaching and learning of history has become a common practice worldwide. It is no longer a question of if, but of how to introduce it in the classroom in order to make history education more effective and enjoyable. This book gathers the experiences and reflections of researchers from three continents, based on their own activities and on empirical studies. The contributions concentrate on videogames related to the past, history e-textbooks, and applications for mobile devices with historical content. Some texts deal explicitly with global phenomena, such as the “Assassin’s Creed” or “Colonization” games, some present materials developed for the international market, such as a European e-textbook or mobile phone applications, while others concentrate on local experiences, such as a Chinese e-schoolbag, a Swiss tablet application, Polish and Estonian e-textbooks, or English teacher training. The book is a result, and a reinforcement, of the belief that history educators can benefit from the lessons learnt in other places of the globalising world.

E-teaching History

Joanna Wojdon

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