Using discourse analysis, I want to focus on the use of language, and its power in the construction of historical narratives. This theoretical paradigm is particularly relevant to a critical analysis in the use of language, ideology, and power in the construction of historical narratives in school history textbooks. The chapter examines political socialisation, and nation-building process presented in school history textbooks, as sources for defining a new national identity and citizenship in a global culture. In EU member states there has been a degree of ‘Europeanization’ of history textbooks, designed to replace outdated nationalism and ethnocentrism, in favour of a European dimension of education policy and a transformative pedagogy that promotes pluralist democracy, multiculturalism, human rights, social justice and inclusive pedagogy. In some countries, school history textbooks play a role in ideological transformation, and the nation-building process, closely monitored by the State. In other countries, including Australia, these processes are still present but in less formal and more ad hoc ways.