READING ABOUT THE ENEMY - SCHOOL TEXTBOOK REPRESENTATION OF GERMANY ROLE IN THE WAR WITH BRITAIN DURING THE PERIOD FROM APRIL 1940 TO MAY 1941

Much analysis of National Curriculum emphasis upon 'British history' h as centred upon 'national identify'. This article argues that coverage of 'British history' will inevitably present images of other nations. In developing a sense of 'Britishness' pupils will attach identities to other nations. The focus is school textbook coverage of Germany's w artime role from April 1940 to May 1941. In covering Britain's 'finest hour' texts present images of the German enemy. These images are expl ored using quantitative and qualitative research techniques. Images of mindless instinctive aggression by automatons are in the foreground o f what I term the 'German condition'. The means employed by school tex tbooks to construct these images are also analysed. School text covera ge is compared with a small number of established academic histories. These are shown to be both richer and more diverse in character. This article concludes by considering the political and educational questio ns raised. ?here are concerns about how pupils will view Britain's pow erful European partner. There are implication for curriculum control c ontent and pedagogy.