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Papers by Eleni Karayianni

Research paper thumbnail of History Education, National Identity, and the Road to Brexit

Teaching and Learning the Difficult Past, 2018

Research paper thumbnail of European history and identity in Englands history education. A study of curriculum, policy, textbooks, and teachers practice

Situated within the context of current concerns and debates about identity, multiculturalism, glo... more Situated within the context of current concerns and debates about identity, multiculturalism, globalisation and the European project, this study explored contemporary policy and practice in history teaching. In particular, its main objective was to investigate the place of European history and identity in England's history education and the extent to which certain forms of identity are favoured over others. To achieve a coherent picture on this issue, the study examined curriculum, policy, history textbooks and teachers' practice. All of these elements were necessary not only to reach a sophisticated understanding of how national and European identities are treated in history education, but also to provide at least tentative explanations of the situation. The findings of this study indicate that European history has not managed to become a consideration for policy makers. Its place in curricula and policy documents remains limited and piecemeal. In a similar vein, textbooks seldom mention Europe and rarely treat it as a topic of study. In addition, when European history is discussed, it is usually in the context of rivalry and competition. As far as teachers' practice is concerned, the survey and teachers' interviews that were conducted indicated that national history and national identity are clearly prioritised and emphasised while European history and identity are reduced as irrelevant and marginalised. Generally, the study provides important insights into the current state of history teaching in relation to identity formation and contributes to better understanding the forces that shape contemporary practiceEThOS - Electronic Theses Online ServiceGBUnited Kingdo

Research paper thumbnail of Research into Textbook Portrayals of National Socialism and the Holocaust

The Palgrave Handbook of Textbook Studies

This chapter analysed 37 textbook studies focusing on portrayals of National Socialism and/or the... more This chapter analysed 37 textbook studies focusing on portrayals of National Socialism and/or the Holocaust in international research conducted between 1962 and 2015. Analysis of these studies revealed a range of perspectives and approaches and differences in content choice, purpose, scope, chronological span, and geographical coverage. Although some innovative and exemplary practice was evidenced, many studies failed to clearly articulate a guiding rationale and purpose. Furthermore, studies often provided only limited reference to how theory and theoretical perspectives shaped the research process, and explicit reference to methodological procedures varied in degree and quality. A key feature of the chapter, therefore, is the identification of examples of strong and interesting practice and the development of recommendations for future studies underpinned by clear rationales, theoretical frameworks, and methodological procedures.

Research paper thumbnail of Research into Textbook Portrayals of National Socialism and the Holocaust

This chapter analysed 37 textbook studies focusing on portrayals of National Socialism and/or the... more This chapter analysed 37 textbook studies focusing on portrayals of National Socialism and/or the Holocaust in international research conducted between 1962 and 2015. Analysis of these studies revealed a range of perspectives and approaches and differences in content choice, purpose, scope, chronological span, and geographical coverage. Although some innovative and exemplary practice was evidenced, many studies failed to clearly articulate a guiding rationale and purpose. Furthermore, studies often provided only limited reference to how theory and theoretical perspectives shaped the research process, and explicit reference to methodological procedures varied in degree and quality. A key feature of the chapter, therefore, is the identification of examples of strong and interesting practice and the development of recommendations for future studies underpinned by clear rationales, theoretical frameworks, and methodological procedures.

Research paper thumbnail of Look before you leap

Research paper thumbnail of ‘The Holocaust is a place where  … ’: the position of Auschwitz and the camp system in English secondary school students’ understandings of the Holocaust

Holocaust Studies

This paper presents data drawn from a recent empirical study involving more than 8,000 English se... more This paper presents data drawn from a recent empirical study involving more than 8,000 English secondary school students (aged 11-18) who took part in either a survey or focus group interview. It critically examines the significance of Auschwitz and the wider camp system within young people's knowledge and understanding of the Holocaust. The paper reflects upon the tension between, on the one hand, academic historians' requirements of clarity, differentiation and the recognition of both complexity and nuance in making sense of this past, and, on the other, the imprecision, abstraction and/or confusion often associated with, and characteristic of, dominant, Auschwitz-centric narratives of the Holocaust. In doing so, it identifies a number of important yet ostensibly widely shared misinterpretations, mistakes and misconceptions reflected in English school students' engagement with this history.

Research paper thumbnail of Portrayals of the Holocaust in English history textbooks, 1991–2016: continuities, challenges and concerns

Holocaust Studies

Education and the First World War Centenary Battlefield Tours Programme. His research interests i... more Education and the First World War Centenary Battlefield Tours Programme. His research interests include the teaching, learning and assessment of history, Holocaust education, and the study of school history textbooks and curriculum, nationally and internationally. He has written more than fifty scholarly articles and book chapters focused on teaching and learning history and he has authored or co-authored six books. His most recent co-authored publication was the groundbreaking national study: What do students know and understand about the Holocaust? (2016). Dr Eleni Karayianni works as a Research and Evaluation Officer at the UCL Centre for Holocaust Education. She is currently involved in the dissemination of the Centre's latest research to educational practitioners and also participates in the design of future research. She holds a PhD in History Education awarded by the UCL Institute of Education in 2012. Her research interests focus on issues of national and international identity formation in history education. She also has wide teaching experience at both primary and university level.

Research paper thumbnail of History Education, National Identity, and the Road to Brexit

Teaching and Learning the Difficult Past, 2018

Research paper thumbnail of European history and identity in Englands history education. A study of curriculum, policy, textbooks, and teachers practice

Situated within the context of current concerns and debates about identity, multiculturalism, glo... more Situated within the context of current concerns and debates about identity, multiculturalism, globalisation and the European project, this study explored contemporary policy and practice in history teaching. In particular, its main objective was to investigate the place of European history and identity in England's history education and the extent to which certain forms of identity are favoured over others. To achieve a coherent picture on this issue, the study examined curriculum, policy, history textbooks and teachers' practice. All of these elements were necessary not only to reach a sophisticated understanding of how national and European identities are treated in history education, but also to provide at least tentative explanations of the situation. The findings of this study indicate that European history has not managed to become a consideration for policy makers. Its place in curricula and policy documents remains limited and piecemeal. In a similar vein, textbooks seldom mention Europe and rarely treat it as a topic of study. In addition, when European history is discussed, it is usually in the context of rivalry and competition. As far as teachers' practice is concerned, the survey and teachers' interviews that were conducted indicated that national history and national identity are clearly prioritised and emphasised while European history and identity are reduced as irrelevant and marginalised. Generally, the study provides important insights into the current state of history teaching in relation to identity formation and contributes to better understanding the forces that shape contemporary practiceEThOS - Electronic Theses Online ServiceGBUnited Kingdo

Research paper thumbnail of Research into Textbook Portrayals of National Socialism and the Holocaust

The Palgrave Handbook of Textbook Studies

This chapter analysed 37 textbook studies focusing on portrayals of National Socialism and/or the... more This chapter analysed 37 textbook studies focusing on portrayals of National Socialism and/or the Holocaust in international research conducted between 1962 and 2015. Analysis of these studies revealed a range of perspectives and approaches and differences in content choice, purpose, scope, chronological span, and geographical coverage. Although some innovative and exemplary practice was evidenced, many studies failed to clearly articulate a guiding rationale and purpose. Furthermore, studies often provided only limited reference to how theory and theoretical perspectives shaped the research process, and explicit reference to methodological procedures varied in degree and quality. A key feature of the chapter, therefore, is the identification of examples of strong and interesting practice and the development of recommendations for future studies underpinned by clear rationales, theoretical frameworks, and methodological procedures.

Research paper thumbnail of Research into Textbook Portrayals of National Socialism and the Holocaust

This chapter analysed 37 textbook studies focusing on portrayals of National Socialism and/or the... more This chapter analysed 37 textbook studies focusing on portrayals of National Socialism and/or the Holocaust in international research conducted between 1962 and 2015. Analysis of these studies revealed a range of perspectives and approaches and differences in content choice, purpose, scope, chronological span, and geographical coverage. Although some innovative and exemplary practice was evidenced, many studies failed to clearly articulate a guiding rationale and purpose. Furthermore, studies often provided only limited reference to how theory and theoretical perspectives shaped the research process, and explicit reference to methodological procedures varied in degree and quality. A key feature of the chapter, therefore, is the identification of examples of strong and interesting practice and the development of recommendations for future studies underpinned by clear rationales, theoretical frameworks, and methodological procedures.

Research paper thumbnail of Look before you leap

Research paper thumbnail of ‘The Holocaust is a place where  … ’: the position of Auschwitz and the camp system in English secondary school students’ understandings of the Holocaust

Holocaust Studies

This paper presents data drawn from a recent empirical study involving more than 8,000 English se... more This paper presents data drawn from a recent empirical study involving more than 8,000 English secondary school students (aged 11-18) who took part in either a survey or focus group interview. It critically examines the significance of Auschwitz and the wider camp system within young people's knowledge and understanding of the Holocaust. The paper reflects upon the tension between, on the one hand, academic historians' requirements of clarity, differentiation and the recognition of both complexity and nuance in making sense of this past, and, on the other, the imprecision, abstraction and/or confusion often associated with, and characteristic of, dominant, Auschwitz-centric narratives of the Holocaust. In doing so, it identifies a number of important yet ostensibly widely shared misinterpretations, mistakes and misconceptions reflected in English school students' engagement with this history.

Research paper thumbnail of Portrayals of the Holocaust in English history textbooks, 1991–2016: continuities, challenges and concerns

Holocaust Studies

Education and the First World War Centenary Battlefield Tours Programme. His research interests i... more Education and the First World War Centenary Battlefield Tours Programme. His research interests include the teaching, learning and assessment of history, Holocaust education, and the study of school history textbooks and curriculum, nationally and internationally. He has written more than fifty scholarly articles and book chapters focused on teaching and learning history and he has authored or co-authored six books. His most recent co-authored publication was the groundbreaking national study: What do students know and understand about the Holocaust? (2016). Dr Eleni Karayianni works as a Research and Evaluation Officer at the UCL Centre for Holocaust Education. She is currently involved in the dissemination of the Centre's latest research to educational practitioners and also participates in the design of future research. She holds a PhD in History Education awarded by the UCL Institute of Education in 2012. Her research interests focus on issues of national and international identity formation in history education. She also has wide teaching experience at both primary and university level.