|Author(s)||Ivrideli et al:|
|Editor||Europe of Many Cultures, Alastair Ross Ed.|
The knowledge selected for schools by a country and formally distributed to students through the curriculum and textbooks has been a key factor for the maintenance of specific 'national' characteristics. Systematic analyses of textbooks (mostly social studies) reveal that statements and patriotic accounts of a country's history are often emphasised, leading students to believe that their country is superior; national loyalty is promoted, while little time is devoted to analysing the role of the nation as a member of the world community (Patric & Hoge 1991, Ivrideli 1998 & 2002). This emphasis on national development in textbooks is common in many countries and may present a considerable obstacle to acknowledging the diversity of cultures and for attaining a European and global awareness, although some authors support the view that textbooks in Europe should reflect each country's national interest (Szabolsci 1992, Ivrideli 2002) and that the curricular systems are responsible for the reproduction of ethnocentricity and Eurocentricity in Europe (Coulby 1997, Ivrideli 2002).