Abstract
This paper is primarily a contribution to textbook research on the representation of nationhood. It examines a hypothesis formulated by Yasemin Soysal concerning the effect of European integration on contemporary textbooks. Soysal argues that there has been a normalization and demythologising of national history. This argument is examined through a case study of Britain 1485-1750, a school textbook. The analysis shows that, while elements of national myths are certainly present in the book, their treatment in the body text and, especially, the book's pedagogic material lends some support to Soysal's hypothesis. The case study extends not only to the textbook itself, but also to elements of the context in which the book is used - in particular, the intertextual context provided by the publication of a revision guide to be used in conjunction with the textbook. Analysis of the revision guide strengthens support for Soysal's hypothesis, while also illustrating the value of intertextual study.
