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Chapter Summary

This is the introductory chapter of the book titled History Education and International Relations: A Case Study of Diplomatic Disputes over Japanese Textbooks, which explores the implications of history education for international relations, both interstate and transnational. It puts stress on the content of teaching, what is taught or at least what students are supposed to study in history courses at the preuniversity levels. The framework deconstructs the perceived link between history education and international relations into three phases in the domestic environment. In the framework, the first two phases analyse history education from the aspect of 'process', i.e. the dissemination of historical knowledge, along with the activities of historians and educators. The third phase then deals with history education from the aspect of 'consequences', in other words, what is happening on the receiving end of historical knowledge, i.e. in the minds of students.

Keywords: domestic environment; historical knowledge; history education; international relations; Japanese textbooks



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