The Teaching of History in the Algerian Educational System: Between University Historical Studies and Pedagogical Approaches

Abstract

This article addresses the teaching of history within the Algerian educational system and its relationship with historical studies at Algerian universities. Since independence, and even before, the latter has been a specialized academic field, notably part of the curriculum at the University of Algiers since its founding in 1909. These historical studies have been present in content, methodologies, and research across various historical eras (ancient, medieval, modern, and contemporary). Conversely, history has been a component of various educational programs within the Algerian educational system since independence, as the independent Algerian state prioritized it as part of cultural liberation, complementing political independence. However, this raised a critical question of prioritization, with its inherent dilemma. While university studies primarily focus on historical inquiry as a fundamental objective and raison d'être, educational programs and pedagogical methods approach the subject differently. In the educational system, history is not an end in itself but a means to achieve pedagogical goals and objectives—general and specific. Consequently, history as a subject has found itself situated between academic imperatives, as a vast field of scientific research in time and space, and pedagogical requirements, as an emotional domain for human development through selected historical content limited by time and place to serve this purpose. To address this situation, both the pedagogical legislator and the historical researcher have attempted to align "academia" and "education." As a result, the historical programs in the Algerian educational system have included numerous specialized contents, while many university courses in undergraduate and master's programs have incorporated didactic content related to teaching history and its educational methodology. Yet, to what extent has this phenomenon been addressed, and has this alignment between historical study requirements and pedagogical necessity been achieved?