Abstract:

In the 20th century, the processes of nation-building underwent profound and far-reaching transformations that significantly and directly influenced the educational systems of countries worldwide. These dynamic shifts have had a lasting impact on the way history is taught, with history textbooks emerging as a crucial medium through which these societal changes are conveyed and interpreted. As a result, the content and approach of history textbooks used in different countries have become the subject of extensive study and scrutiny within academic circles. This article endeavors to make a substantial and meaningful contribution to this extensive body of literature by embarking on a comprehensive exploration of the teaching of Ottoman history within the middle schools of the Hashemite Kingdom of Jordan. Our research is driven by the objective of conducting a thorough and meticulous examination of the methods and content employed in the instruction of Ottoman history within the specific educational context of Jordanian middle schools. Through this in-depth analysis, our aim is not merely to quantify the extent to which Turkish history, especially the captivating and historically significant Ottoman Empire, is incorporated into the curriculum, but also to delve into the qualitative aspects of history education. We are particularly interested in understanding how historical events, key figures, and narratives are presented to the impressionable minds of students within Jordan's educational system. Our ultimate aspiration is to illuminate the rich tapestry of historical discourse that unfolds within the classroom, thereby gaining insights into the manner in which history is framed and comprehended by the younger generation. Moreover, our research seeks to unveil the broader perspective of Jordan's education system regarding Ottoman history. We strive to comprehend how Ottoman history is situated within the overarching historical narrative that is imparted to students. We are curious to determine whether it is presented as an independent and self-contained subject or as an integral part of a larger historical continuum. By addressing these questions, we aspire to reveal the multiple layers of meaning and interpretation that underlie the portrayal of Ottoman history in Jordanian middle schools. It is imperative to emphasize that our research relies heavily on a painstaking analysis of the history textbooks employed in Jordanian middle schools during the year 2019. These textbooks serve as the primary sources of reference, providing us with a solid and empirically grounded foundation upon which to base our findings. Such a comprehensive examination of textbooks is pivotal in gaining a profound understanding of the actual historical content conveyed to students and the pedagogical strategies employed in presenting this content.

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