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application/pdf, Numerous surveys have revealed that the Taiwanese have a strong sense of affinity with Japan.However,although there are studies targeting people in their thirties and older,there are no studies targeting people in their twenties today.Therefore,this study aimed to clarify the factors that positively affect the image of Japan held by the Taiwanese in their twenties.This study consists of Study 1 and Study 2.Study 1 clarified how four factors,that is "family environment," "Japanese culture," "history education," and "image of China," foster positive images of Japan,using correlation analysis and multiple regression analysis.The results showed that the four factors are correlated with the formation of a positive image of Japan among the subjects.Additionally,it became clear that the three factors of "family environment","Japanese culture," and "image of China"have a causal relationship with the formation of a positive image of Japan.In Study 2,we interviewed eight Taiwanese in their twenties who had a positive impression of Japan.Based on the collected data,we conducted a qualitative analysis of the factors that most strongly influenced the subject's positive image of Japan,and how the above four factors were related to this formation.As a result,the following facts were clarified.First,Japanese pop culture such as anime and games had a great influence.Second,the influence of history education was weak.Third,the subjects formed a positive image of Japan under the influence of their family's daily activities,such as watching Japanese TV programs,using Japanese products,and using the Japanese language.Fourth,the subjects in their twenties judged their favorite Japanese towns based on their own experiences of visiting Japan and created their own unique perception of Japan.

La enseñanza de la Historia viene implicando un modelo didáctico principalmente transmisivo y un aprendizaje memorístico que no facilita la comprensión del hecho histórico ni su investigación. Aunque desde fines del siglo XIX podemos destacar importantes propuestas de cambio, nos detendremos en el último tercio del siglo XX para estudiar los grupos de innovación formados por profesores de bachillerato que promovieron nuevos paradigmas a través de sus modelos didácticos y proyectos para el aula. Por ello esta investigación pretende describir y comprender las propuestas de tales grupos desde sus fundamentos teóricos a los materiales publicados y experimentados. Los datos se recogieron mediante entrevistas y el análisis de los documentos generados por cada grupo de innovación. Se expone lo que caracterizó a aquellos proyectos didácticos y se evidencian los cambios en la enseñanza de la Historia que pretendieron, dejando constancia de estos referentes para las actuales tendencias de renovación pedagógica. The teaching of History has involved a mainly transmissive didactic model and rote learning which does not facilitate the understanding of the historical fact or its investigation. Although we can highlight important proposals for change since the end of the 19th century, we will focus on the last third of the 20th century to study the innovation groups formed by secondary school teachers who promoted new paradigms through their didactic models and classroom projects. Therefore, this research aims to describe and understand the proposals of these groups from their theoretical foundations to the materials published and experimented. Data was collected through interviews and analysis of the documents generated by each innovation group. What characterised those didactic projects is presented and the changes in the teaching of history that they sought to bring about, leaving a record of these references for current trends in pedagogical renewal.

Epistemic beliefs can have an important effect on teaching practices determining how teachers approach a discipline in the classroom in different contexts. The research reported on here focused on initial teacher education, assessing the pre-service social studies teachers’ epistemic beliefs about history, and their ideas regarding history education. We examined the way in which the beliefs of 59 Spanish participants had evolved after an intervention focused the fostering of historical thinking and understanding. A pre-test-post-test quasi-experimental design was applied, using the Beliefs about History Questionnaire (BHQ), which was supplemented by a qualitative approach. Results indicate progression, although it was more noticeable in pre-service primary education teachers who adhered to a more nuanced vision about historical knowledge and both objectivity and subjectivity. The way that participants with different conceptions about history thought about educational aspects were also examined and discussed. Findings suggest the effectiveness of educational interventions in initial teacher training to allow pre-service teachers to understand the specificity of this discipline.

This study aims to develop Indonesian history learning media on Dutch Military Aggression Materials I and II for class XI Senior Highschool. This study used research and development (R&D) methods, using the ADDIE development model. In this research only carried out until the stage of implementation (implementation). The analysis phase is carried out by conducting a needs and curriculum analysis. The design stage is carried out by making a summary of the material, creating a storyline, and drafting an e-comic design. The Development Stage is carried out by making images and text in e-comics using Adobe Photoshop software, at this stage validation is also carried out with material experts and media experts. Evaluation with material experts obtained an average of 3.70 included in the Very Eligible criteria, Assessment with media experts obtained an average of 3.88 included in the Very Eligible criteria. The implementation phase was carried out by testing the teacher and 32 students of class XI IPS 5 SMAN 3 Bukittinggi. The practicality assessment by the teacher gets an average of 3.83 with very practical criteria. From the practicality assessment by students, they get an average of 3.48 with very practical criteria. From the research data that has been done, it can be concluded that the e-comic media developed is feasible and practical for use in Indonesian history learning for class XI Senior Highschool.

This research aims to be an initial study of collecting information about students' low interest in learning history by applying the Small Group Discussion learning method to learning History in Vocational High Schools (SMK). This research is a type of Classroom Action Research (CAR) using two cycles, namely Cycle I and Cycle II, this Classroom Action Research is a Quantitative Research. The results found in this study were that the majority of students with a lack of interest in learning history in Class X Motorcycle Engineering, many students thought that learning history was boring due to the use of learning methods that were less interesting, less interactive, and did not involve students directly in use of learning methods. That's why an innovation is needed in the form of a history learning method. The Small Group Discussion Method is recommended for history teachers as a method that can be a solution to the problems raised so that learning history is expected to be more enjoyable learning and the goals of learning history can be fulfilled.

This study aims to show the effect of Project-Based Learning (PJBL) learning model on students ' learning interest in history subjects. This study is a quantitative research with a Description. The subjects of this study were students of Grade XI social studies 2 at SMA s it Mutiara Duri. From the results of field research and discussion through questionnaires, observations, to the respondents, in general, this study was analyzed using a simple linear regression technique. Based on the results of the Test t (partial) calculated t value obtained for Project-Based Learning variables 6,185 > t value table 1,990, the results of hypothesis testing showed that the value of R Square is 0.577 (57.7%). This shows that the Project-Based Learning variables as a whole provide 57.7% of the interest in learning, while the remaining 42.3% are influenced by other variables not studied in this study. It can be concluded that there is a positive relationship between variable X to variable Y.

This study aims to describe the perceptions of high school students in online learning during the COVID-19 pandemic in history subjects. The formulation of the problem in this study is how the perception of high school students in online learning during the COVID-19 pandemic is on the subject of history. The method in this research is a literature study. The results showed that students experienced problems related to signals during online learning. Most students have not mastered the application of learning well which affects the effectiveness of the learning process. There are still many students who find it difficult to understand the material with online learning. Students receive support from the school during online learning. The conclusion of this study is that the implementation of online learning during the COVID-19 pandemic experienced many obstacles based on the perceptions of students.

Education is the most basic structure that shapes the future of a state and strengthens the existence awareness of the nation to which it belongs. The application area of this is shaped according to the content of the textbooks, the structure of the program the philosophies of education adopted and the policy of the states. In this study, Turkey-Afghanistan Revolution history and history textbooks contents, unit structure, were compared in terms of educational status. The research was designed in qualitative research design and descriptive analysis was done by using document analysis technique. Textbooks that have been in effect since 2017-2018 in both countries have been examined. This context, the textbook 7 in Turkey; There are 4 units in Afghanistan and the contents are prepared in accordance with the expanding environmental approach. Teaching methods are mostly used in the definition, explanation method, question-answer and group discussion techniques that address listening skills., temel yapı eğitimdir. Bunun uygulama alanı okullarda okutulan ders kitaplarının içerikleri, program yapısı, benimsenen eğitim felsefeleri devletlerin politikasına göre şekillenmektedir. Bu nedenle ders kitapları devletlerin tutumları hakkında bilgi veren önemli kaynaklardır. Bu çalışmada Afganistan’da 7. Sınıf; Türkiye’de 8. Sınıf düzeyinde öğretimi gerçekleştirilen ders kitapları incelenmiştir. Bu amaçla 7. Sınıf Afganistan tarih kitabı ile ve 8. Sınıf Türkiye Cumhuriyeti İnkılap tarihi ve Atatürkçülük ders kitapları içerikleri, ünite yapısı, eğitim durumları açısından karşılaştırılmıştır. Araştırma nitel araştırma deseninde tasarlanmış olup doküman analizi tekniği kullanılarak içerik analizi ve betimsel analiz yapılmıştır. Her iki ülkede de 2018 yılından itibaren geçerli olan ders kitapları incelenmiştir. Bu kapsamda ders kitaplarında Türkiye’de 7; Afganistan’da 4 ünite bulunmakta olup içerikleri genişleyen çevre yaklaşımı doğrultusunda hazırlanmıştır. Ders kitapları ulusal marşla başlamaktadır. Öğretim yöntemlerinde çoğunlukla dinleme becerisine hitap eden tanımlama, açıklama yöntemi ile birlikte soru-cevap, grup tartışması teknikleri de kullanılmaktadır.

Historical Encounters is an open access, interdisciplinary journal, dedicated to the empirical and theoretical study of: • historical consciousness; • historical cultures; and • history education. This special issue arose out of the symposium «Epistemic Cognition in History—insights into structure and practice» that was held at the 2018 Annual Meeting of the American Educational Research Association (AERA) in New York, organized by the first and third guest editors. In addition, it was inspired by the work of the second guest editor, an associate editor of Historical Encounters, who recently published a handbook chapter about epistemic cognition and historical thinking (Mathis & Parkes, 2020). Adapting Hofer’s (2016) domain-general understanding, we use the phrase “epistemic cognition in history” to refer broadly to individuals’ beliefs, concepts, thinking, and reasoning about knowledge and knowing in the field of history. → for citations see bibliography in the document, +repphzhbib2022A

This thesis explores the inherent complexities and contradictions embedded in the radical turn in South African historiography with regards to the decolonisation of the discipline of history in South African universities under apartheid from 1960 to 1991. By choosing to deconstruct radical history in a white liberal university, the study seeks to further demonstrate the limits of intellectual decolonisation and its underlying assumptions in the academic field during apartheid. It interrogates radical history as a form of academic resistance and leads a reflection on the political role of the intellectual in the context of the anti-apartheid struggle, asking more broadly: to what extent can radical academic history be considered “de/colonised knowledge”? Building on the links between ideology and curriculum, this study aimed to measure the coloniality of history using history examination questions as tools to investigate the methodological, theoretical and ideological assumptions of historians. Theoretically, the study relied on the role of the historian as a recontextualising agent of disciplinary knowledge taught and examined within a historically white higher education institution to study its concomitant underlying historiographical silences at the time. Methodologically, it deployed quantitative and qualitative research methods, using interviews and semi-structured questionnaires with a targeted cohort of authentic interlocutors to triangulate the discursive analysis of institutionalised “de/colonised” historical knowledge. This interdisciplinary study was thus inscribed in a critical deconstructionist approach to knowledge which contributed to a finer conceptual and empirical understanding of the coloniality of history as a discipline and its reproduction in the South African higher education context. The study hopes (1) to contribute to understanding the nuanced intersections between the history of intellectual colonisation and decolonisation and how these tensions impacted on history education in the apartheid university, (2) to provide an original interdisciplinary mixed method of analysis of institutionalised “de/colonised knowledge”, and (3) to contribute new critical insights into blind spots in South African radical historiography in higher education during the period 1960 to 1991, which could shed light on the various understandings of the imperative for decolonisation today in the discipline.

This study aims to determine the effectiveness of using Hybrid Learning in history subjects in class X IPA 6 and X IPS 3. The method used in this study is a qualitative descriptive method with a case study approach. The instrument used in this study was a closed questionnaire which was distributed to students in class X IPA 6 and X IPS 3 at SMAN 4 Serang City via Google Forms. The results of this study show: (1) history learning carried out at SMAN 4 Serang Serang City after the pandemic was carried out by applying the Hybrid Learning learning model, the Hybrid Learning learning model is learning with an online or online system combined with face-to-face meetings for several hours, learning carried out in rotation with 50% of students, namely students participating in online learning or face-to-face learning alternately (2) the effectiveness of the application of the hybrid learning model in history learning which is carried out face-to-face can attract students' interest in learning, where face-to-face learning, students can directly interact with teachers, establishing good learning communication between teachers and students so as to make students active in the learning process (3) factors that influence the implementation of the Hybrid Learning model, namely because it is not certain when the pandemic will end While learning activities must be carried out, however, when online learning, there are many obstacles that occur, such as: lack of interaction between teachers and students or students and students, lack of learning tools that support the online learning process, learning is monotonous and makes students passive in learning activities.

This study aims to examine the effect of the value clarification technique learning model on increasing the character of student responsibility in history subjects at SMA Negeri 2 Krakatau Steel Cilegon for the 2022-2023 academic year. This study uses a quasi-experimental design with nonequivalent control group. Purposive sampling was used during the sampling process. The sample of this research is the experimental class with 35 students and the control class with 34 students. The results of the data analysis show that the development of the character of student responsibility is different between the value clarification technique model and the contextual learning model. Based on the results of the t-test, data were obtained for Tcount = -3.285 and Ttable = 1.667 and a significance threshold of 0.05 indicating that there was an average difference between the experimental and control groups. Thus it can be said that the application of the value clarification technique learning model at SMA Negeri 2 Krakatau Steel Cilegon for the 2022-2023 academic year will support the improvement of students' responsible character in history subjects.

In light of the pursuit of historical justice for national minorities in Sweden, research has called for a stronger focus on what state redress implies in the history educational context and the teaching and learning of difficult minority histories. As an answer to this call, this compilation thesis aims to contribute knowledge about the reconstruction of Swedish Roma history in lower secondary history education in relation to ideals of historical justice, human rights and the historical and practical perspectives on the past. This thesis explores students’ perspectives and narrative reconstructions of Roma history through four original articles. The first article focuses on students’ perceptions of human rights in history (Article I). Article II center on students’ thinking and caring about the Roma past, present and future. Article III explores how students narrate agents of change in regard to the Roma past, present and future, and Article IV provides analyses of students’ perceptions and narrative reconstructions of Roma history before and after a design-based intervention in two history classrooms. The dissertation shows how what have been perceived as conflicting ideals in history education, namely the historical and practical past, are closely intertwined in students’ narrative reconstructions of the Roma past, present and future. Considering this difficult history, students underscored the importance of a shared responsibility for Roma rights in the present and future, albeit narrating the nation-state as the single most important agent of change for Roma rights in the past, present and future. Whilst the student cohorts in Article II and Article III realise and recognise Roma rights through their narrational practices and thus may become empowered to act for a just future, the studies make evident the way in which student narratives also re-establish cultural and ethnic group boundaries, which may disempower young learners. Acknowledging the complexities that lie in difficult histories, Article IV shows how a lesson design equally emphasising the historical and practical past results in students attaining a multiperspectival understanding of the Roma past and present beyond binary positions of “victims” and “perpetrators”, as well as an awareness of the historicity in narratives of the past, and a nuanced understanding of the historical and moral dimensions of the question of responsibility in the past and present. Thus, this thesis sheds light on how we may overcome some of the challenges associated with the pursuit of historical justice in the practice of history education.

Yüksek Lisans Tezi, Bu çalışma, tarih derslerinde öğretim materyali olarak kullanılan ve dersin verimliliğine katkı sunmak amacı içeren tarihi romanların, öğretmen ve öğrencilerin görüş ve inançlarına dayanarak gerçeklik algısını ortaya koymaktadır. Araştırmada betimsel tarama modeli kullanılmıştır. Çalışmaya ilk olarak ayrıntılı literatür taraması ile başlanmıştır. Daha sonra veri toplama aracı olarak hazırlanan anketler uygulanmıştır. Hazırlanan anketler 2022-2023 eğitim-öğretim yılında Konya ilinde Millî Eğitim Bakanlığı'na bağlı okullarda görev yapan 61 öğretmen ve 350 öğrenci tarafından uygulanmıştır. Öğrenciler 9. 10. 11. ve 12. sınıf öğrencilerinden oluşmaktadır. Araştırma sonucunda elde edilen verilere göre tarihi romanlar tarih dersini somutlaştırmakta ve öğrencinin derse olan ilgisini artırmaktadır. Araştırmada ankete katılan öğretmenlerin %98 oranındaki 60 kişinin tarihi romanların derslerde öğrenme sürecine verimli katkı sağladığı yönünde görüş belirttiği, katılımcı öğrencilerden %87 oranında 304 kişinin tarihi romanların Tarih dersine karşı ilgisini artırdığı yönünde görüş belirtikleri tespit edilmiştir. Bunun yanı sıra %69 oranındaki 242 öğrenci ise tarihi roman okurken o dönemin özelliklerini hemen araştırıp öğrenmeye çalıştıklarını belirtmişlerdir. Yine başka bir soruda %89 oranındaki 311 öğrenci tarihi romanlar Tarih ders konularını anlamamda yardımcı oluyor ifadesinde bulunmuştur. Anket sonuçları katılımcı öğretmenlerin %95 oranındaki 58 kişinin tarihi romanların tarihi olayların gerçekliğine olumlu katkı sağladığına inandıklarını göstermektedir. Ayrıca ankete katılan katılımcı öğrencilerden %94 oranında 329 kişinin tarihi romanların konularının gerçek zamana dayalı olaylardan alındığı görüşüne inandıkları ve %95 oranında 333 öğrencinin tarihi romanlardaki olayların gerçek mekânlarda meydana geldiğini düşündükleri görüşü tespit edilmiştir. Tarihi romanların kültürel değerlerin korunmasında yardımcı olup olmaması hakkında %97 oranında 59 öğretmenin yardımcı olduğuna dair görüş belirttiği görülmüştür. Aynı zamanda öğretmenlerden %95 oranında 58 kişinin de tarihi romanların uygarlık tarihinin korunmasına yardımcı olduğu yönünde görüşleri bulunmaktadır. Katılımcı öğretmenlerin %98'lik gibi büyük bir oranına tekabül eden 60 kişinin tarihi romanların toplumsal hafızanın yeni nesillere aktarılması konusunda yardımcı olduğu görüşünde bulunduğu anket sonuçlarında görülmektedir. Elde edilen veriler değerlendirildiğinde tarihi romanların gerçekliği yansıttığı ortaya çıkmıştır. Tarihi romanlar öğrencilerin mekân ve zaman algısını geliştirmekte ve tarih dersi müfredat konularını daha kalıcı olarak öğrenmelerine yardımcı olmaktadır., This study reveals the reality of perceptions of historical novels, which are used as teaching materials in history lessons and contain the aim of contributing to those who benefit from education, based on the views and beliefs of teachers and students. Descriptive survey model was used in the research. First, the study started with a detailed literature survey.Then, questionnaires were tried as data collection tool. The prepared questionnaires were administered by 61 teachers and 350 students working under the Ministry of National Education in Konya in the 2022-2023 academic year. Students consist of 9th, 10th, 11th and 12th grade students. According to the data obtained as a result of the research, historical novels concretize the history lesson and increase the student interest in the lesson. In the study, it was determined that 60 people, 98% of whom participated in the historical survey, were observed to have an effective contribution to the learning efficiency in the lessons of the novels, and 304 people, 87% of the participating children, stated that historical novels did not increase the benefit from the History course. In addition, 242 students (69%) stated that while reading historical novels, they immediately researched and aimed at the characteristics of that period.In yet another question, 89% of 311 students stated that historical novels help me understand the subjects of the History course. Evaluating the results of the survey, it shows that 58 people (95%) believe that the existence of historical novels contributes positively to the reality. It was determined that 94% of the children who participated in the history, 329 people believed in the opinions taken from the real-time events of the subjects of the novels, and 333 of the 95% of the historical roman structures appeared in real places. They found that 97% of the teachers saw what they knew as helpful in preserving the cultural values of historical novels and their negligence. At the same time, there is a 95% opinion from the 58 teacher that historical novels help to preserve civilization. It is seen in the results of the survey that 98% of the participants(60 people) think that historical novels helps transfering the social memory to the new generations. When the obtained data are evaluated It has been revealed that historical novels reflect reality. Historical novels improve students' perception of space and time and help them learn history lesson curriculum topics more permanently.

The main purpose of this essay was to interview students to get an idea of what their views of images with women in their history textbook is and how the representation, or the lack of, can affect their historical consciousness and historical identity. In order to find out this information, an unstructured interview in form of a focus group, with four students in high school, was used as well as an own review of their textbook to give a picture of the students’ perspective. The main theoretical starting point was based on gender theory with a focus on the distinction between the sexes which was used to help illuminate how the book differentiates between the sexes in terms of representation. Two theories, historical consciousness and historical identity, were also used to highlight how students are actually affected by the potentially unequal gender representation in images in their textbooks. What this essay shows is that there is a very skewed representation with a majority of men in the pictures in the book and when it is a woman she is in a position of less significance of a man. This is something the students are not happy with in general and it shows that they want a better representation in the pictures in their textbook. This has to some extent also affected their view of their historical identity as well as the students’ view of the past, present and future from a historical perspective.

Ovaj rad koristi interpretativni pristup političkoj kulturi kako bi razmotrio ‎pitanje utjelovljenosti demokratskih načela i praksi u institucijama, pogotovo ‎u onima koje ne spadaju izričito u područje političkog procesa te koje stoga‎ mogu lakše sakriti manjkavosti demokratskog sustava koje se ne mogu lako‎ mjeriti na osnovi formalnih mjera demokratizacije. Tom istraživačkom problem u‎rad pristupa analizom institucionalnog okvira nastave povijesti u Hrvatskoj‎u 1990-ima i 2000-tima te prikazom kontroverzne teme socijalističke ‎Jugoslavije u udžbenicima povijesti kao kritičnog slučaja. Analizom su obuhvaćena‎34 udžbenika povijesti 20. stoljeća koja su objavljena između 1991.‎i 2007. godine za korištenje u osnovnim školama, srednjim strukovnim školama‎i gimnazijama. Nalazi ove analize razmatraju se kao indikatori razvoja‎ demokratske političke kulture. Zaključci ukazuju, na temelju toga kritičnog‎ slučaja, da je Hrvatska, unatoč napretku u vezi s mjerama formalne demokratizacije‎2000-tih, ipak pala na testu institucionalno utjelovljenih demokratskih ‎pretpostavki i normi.‎, Based on the interpretative approach to political culture, this study examine s‎how democratic principles and practices are embedded in institutions, especially ‎in those not explicitly defined as parts of the political process, as the se‎can more easily hide democratic flaws not easily measured by formal democratization ‎measures. This research problem is approached by an analysis of ‎the institutional framework of the history education in Croatia in the 1990s and‎2000s and an analysis of how the controversial socialist Yugoslavia, as a critical ‎case, was presented in history textbooks. This analysis includes 34 textbooks of‎20th-century history that were published between 1991 and 2007 for the use of‎ elementary schools, vocational high schools, and grammar schools. The findings ‎are considered as indicators of the development of democratic political ‎culture. The conclusions suggest that, despite the progress in formal democratization‎ measures in the 2000s, based on this critical case, Croatia failed the test‎ of institutionally-embedded democratic assumptions and norms.‎

Geschichte ist im Tourismus ein wichtiger Faktor. Dies haben Historiker*innen und Geschichtsdidaktiker*innen erkannt und reflektiert. Aber wie sehen dies die Tourismusverantwortlichen selbst? Public History Weekly hat mit Marcel Perren gesprochen. Er ist Tourismusdirektor in Luzern, einem weltbekannten Touristenort in der Schweiz., + ID der Publikation: phlu_17275 + Art des Beitrages: Artikel (Journal) + Seiten: 1 - 11 + Jahrgang: 11 + Medium/Art/Gattung: Public History Weekly + Sprache: Deutsch + Letzte Aktualisierung: 2023-06-29 15:55:20

This research analyzes the conceptions expressed by teachers about the advantages and limitations of teaching history and social sciences in the context of a pandemic. In addition, it contrasts the content of the narratives of history and social science teachers about the teaching of historical empathy, citizenship and democratic participation pandemic times. The type of study is framed in the qualitative paradigm and follows the methodological strategies of a case study in a school in the Metropolitan Region in Chile. We were able to collect the conceptions of the team of teachers belonging to the Department of History of this educational center, which serves students with socio-economic difficulties and within a context of social vulnerability. The results show that the context of the pandemic exacerbated the needs and difficulties of the students and their families by highlighting the problems of connectivity to virtual classes, the lack of motivation and the absence of a future perspective. However, this healthcare context has allowed participating teachers to incorporate historical empathy and themes such as the teaching of democratic citizenship and student participation as an alternative to a new educational scenario. La investigación se enmarca en analizar las concepciones que expresa el profesorado sobre las ventajas y las limitaciones de enseñar historia y ciencias sociales en contexto de pandemia, además de comprender y contrastar el contenido de los discursos del profesorado de historia y ciencias sociales, sobre la enseñanza de la empatía histórica, la ciudadanía y la participación democrática en tiempos de pandemia. El tipo de estudio se enmarca en el paradigma cualitativo y sigue las estrategias metodológicas del estudio de caso en una escuela de la Región Metropolitana en Chile. Hemos podido recoger las concepciones del equipo de docentes pertenecientes al Departamento de Historia de este centro educativo, que atiende a estudiantes con dificultades socioeconómicas y dentro de un contexto de vulnerabilidad social. Se aprecia en los resultados que el contexto de pandemia agudizó las necesidades y dificultades de los estudiantes y sus familias, destacando los problemas de conectividad a las clases virtuales, la falta de motivación y la ausencia de una perspectiva de futuro. Sin embargo, este contexto sanitario ha permitido al profesorado participante incorporar la empatía histórica y temáticas como la enseñanza de la ciudadanía democrática y la participación del estudiantado como una alternativa a un nuevo escenario educativo.

Esta investigación ha sido posible gracias al proyecto de I+D de «Generación de conocimiento» PGC2018-094491-B-C33 financiado por el Ministerio de Ciencia e Innovación y cofinanciado con fondos FEDER de la Unión Europea, gracias al proyecto 20638/JLI/18 financiado por la Fundación Séneca, gracias al proyecto “HistoryLab for European Civic Engagement: open e-Toolkit to train History Teachers on Digital Teaching and Learning”, subvencionado por el SEPIE en la convocatoria ERASMUS + KA226 [2020-1-ES01-KA226-HE-095430], y gracias al proyecto de investigación PID2020- 113453RB-I00, subvencionado por la Agencia Estatal de Investigación de España (AEI/10.13039/501100011033), El presente trabajo se aborda teniendo en cuenta los estudios que demuestran la vinculación que realizan los docentes en formación con la función lúdica o motivacional concedida a las TIC y a los recursos digitales, así como a partir de las investigaciones que exponen la asociación existente entre el enfoque de enseñanza centrado en el docente (ITTF) con un aprendizaje superficial y el enfoque centrado en el alumnado (CCSF) con un aprendizaje profundo. Sobre este enunciado, se plantea como objetivo general analizar los enfoques de enseñanza del futuro profesorado de historia en España y su relación con sus opiniones sobre el uso de recursos digitales en un aula. Para ello, se utilizó un diseño cuantitativo no experimental, con una escala Likert, en el que participaron 646 estudiantes del Máster de Formación del Profesorado de la especialidad de Geografía e Historia de 22 universidades nacionales diferentes, es decir, el 70% de los centros de Educación Superior que ofertan dicha titulación en España. Como conclusión general, el análisis estadístico realizado con los datos correspondientes a los enfoques del futuro profesorado de historia en España y su relación con sus opiniones sobre el uso de recursos digitales en un aula permite inferir que la validación y la fiabilidad de la herramienta aplicada es muy positiva; que existe una débil vinculación de los recursos digitales con los procesos educativos y; por último, que se destaca una relación significativa entre la aplicación de un enfoque de enseñanza concreto y una visión particular acerca del uso de los recursos tecnológicos., The present research is approached taking into account the studies that demonstrate the connection that teachers in training make with the playful or motivational role granted to ICT and digital resources, as well as from the research shown by the association between a teacher-centred teaching approach (ITTF) with superficial learning and a student-centred approach (CCSF) with deep learning. Thus, the general objective of this research is to analyze the teaching approaches of future history teachers in Spain and their relationship with their opinions on the use of digital resources in a classroom. For this purpose, a non-experimental quantitative design with a Likert scale was used, in which 646 students of the Master’s Degree in Teacher Training in the specialty of Geography and History from 22 different national universities participated, that is, 70% of the universities offering this degree in Spain. As a general conclusion, the statistical analysis carried out with the data corresponding to the approaches of future history teachers in Spain and their relationship with their opinions on the use of digital resources in a classroom allows us to infer that the validation and reliability of the applied tool is very positive; that there is a weak link between digital resources and educational processes and; finally, a significant relationship between the application of a particular teaching approach and a particular view about the use of technological resources is highlighted., Ministerio de Ciencia e Innovación, FEDER, Fundación Séneca, SEPIE, Agencia Estatal de Investigación de España

In post-conflict societies marked by strong negative stereotypes or delicate and sometimes unstable political contexts, teaching both knowledge and understanding of conflicting historical narratives has become a matter of educational urgency. Conversely, a framework for effective teacher training that prepares teachers to activate and facilitate the exchange of multiple perspectives has yet to be identified. This qualitative and exploratory research aims to answer the questions, what boundaries do expert teacher trainers believe that teachers in post-conflict societies encounter when brokering multiple perspectives in the classroom? Which teaching or training methods can teacher trainers use to help teachers reduce the impact of these boundaries? To advance the use of multiperspectivity in post-conflict history education and enhance history-teacher training design. Semi-structured interviews were conducted with twelve experts in history-teacher training to answer these questions. The expert’s statements were openly and axially coded using Bronfenbrenner’s (1979) Ecological Systems Theory as an analytical lens. Identifying ten personal or environmental boundaries to brokering multiperspectivity in the classroom, and two training approaches to help teachers establish continuity between their multiperspectivity training and day-to-day teaching practices. Further providing actionable recommendations for educators, non-governmental organizations, and educational scientists.

In this study, we review the characteristics and challenges of “United Kingdom history education” research in Japan. We use “social constructionism” as the theoretical framework and “principles and mechanisms of educational borrowing” as the analytical framework. The analysis revealed the following three points: (1) A total of 45 researchers, especially Nobuo Takenaka, Yoshiharu Toda, and Takeshi Tsuchiya have published 78 papers from 1964-2021, so the research does not comprise one-off studies. (2) The motivation for discussing British history education in Japan and the accompanying diversification of research subjects have produced a rich variety and a complex research situation. (3) In the future, new “externalization” research based on “history of education” research will be required.

The formation of the institute of postgraduate studies in history in the USSR in the 1930s is examined in the article. The sources used are published legislative acts, journalistic materials, archival data. The relevance of the study is due to the fact that the proposed problem was often considered in the context of the history of scientific and scientific and educational institutions or exclusively through regulatory legal acts without taking into account the practice that actually existed and developed under the influence of the community of scientists. Using the materials of curricula for the training of graduate students of Moscow University, Leningrad University, the Institute of History of the Academy of Sciences of the USSR, as well as using the individual plans of graduate students, the author proves that the older generation of historians sought to integrate pre-revolutionary standards and mechanisms for training dissertation candidates into the new conditions of Soviet power. It is stated in the article that, despite the publication of numerous decrees, instructions, rules by government structures in relation to the institute of graduate school in the 1930s, there were no clear recommendations on the nature of the process of training scientific personnel. Supervisors of post graduate students, as a rule, themselves determined the scope of requirements for applicants. The author reveals the relative freedom of historians in determining the conditions and scientific criteria for entering the scientific community of neophytes.

Comparative and reflection on history education across national and cultural boundaries has shown that regardless of different traditions of history education, legislative interventions and research, some questions are common to research, debate and development, albeit there are both differences and commonalities in concepts and terminology. One of the common problems is the weighting of the components “knowledge”, “historical consciousness”, and “skills” or “competencies” both as aims of history education and in their curricular interrelation with regard to progression. On the backdrop of a long standing debate around German “chronological” teaching of history, making use of some recent comparative reflections, the article discusses principles for designing non-chronological curricula focusing on sequential elaboration in all three dimensions of history learning.

Should the luxury we currently enjoy of focusing our research mainly on debating and/or philosophising about the discipline of History in centres of Higher Education and Training (HET) not be transformed in the 21st century? Recently, the trend is that community engagement in these environments should become infused with the tertiary education sector vision by means of engaged research; and engaged, teaching and learning, and that HET scholarship should focus on community engagement that complements sustainable livelihoods. With this in mind a webinar was organised by North-West University’s Regional History Research Group. This was held on 29 November 2021, with the title “Engaging community/ ies in regional histories research: Sharing experiences and best practice.” Prof Sulevi Riukulehto (Finland), and Prof Sekibakiba Lekgoathi (University of the Witwatersrand) were among the prominent speakers. Interesting ideas and experiences of working with communities were discussed and ideas were put forward on community engagement in the process of fieldwork. Historians are familiar with working in communities and engaging with them proactively, especially with selected individuals in communities. However, for the most part this tends to remain a one-directional process with the purpose of reaching a specific research goal and often has little community agency. In this discussion – here viewed as a commentary – my aim is to instil debate; to rethink the historian’s involvement in communities and how this can encourage the involvement of the wider community. Therefore, this discussion will be presented in two major parts. In the first, a brief discussion is inspired by the Annales approach, and this is then infused with ideas from several theoretical approaches that are more recent. These will be considered for their possible role in historical analysis and how they might be useful to historians as historical tools. In the second part I argue for a 21stcentury approach to historical research that requires that historians associate more widely with communities close to their particular institutions/universities which will then function as spaces to allow students to learn from and to give back to the communities concerned. Thus, the positioning of (traditional) History in this visionary space for research, is linked to teaching and learning practices, particularly in undergraduate and honours modules. It is hoped that this will be a learning curve to gain and implement new, refreshing ideas that will contribute towards community sustainability and also create new research opportunities.

A relationship between school history and notions of citizenship is evident in the Australian context. In this way, it is important to reflect on the nature of the subject of history (Körber, 2011) and how socio-political forces have impacted discourses relating to its aim and purpose (Goodson & Marsh, 1996). This paper seeks to consider how literacies are historically embedded in history (mandatory) syllabuses in New South Wales (NSW), and the implications of this for a conceptualisation of literacy that acknowledges the changing nature of communication, and as a result, participatory citizenship. Following the linguistic turn, and acknowledgement of the importance of language to social practice, a successful approach to literacy in secondary school contexts should consider the language and literacies required for specific subjects, rather than common or foundational areas of literacy (Lo Bianco & Freebody, 2001), as are often the focus of standardised literacy assessments. Positioned as a history of the present (Popkewitz, 2011), official curriculum documents are examined covering the period of the 1990s to the early 2000s, prior to the implementation of the first national curriculum. It was found that there was a distinct and explicit separation of notions of literacy and understanding in official curriculum, as well as presenting information communication technologies (ICTs) and literacy as distinct (and separate) competencies. It is argued that if history education is to contribute to active citizenship, there is a need to reconceptualise this idea to align with emerging civic practices of the twenty-first century.

This article contains a comparative analysis of the narratives concerning the Great Patriotic War that can be found in textbooks in the post-Soviet republics of Central Asia. The aim of the study is to show the similarities and differences between these narratives and to reveal to what degree the picture of the conflict that was shaped during the Soviet period has been revised. At the same time, the aim is to juxtapose the contents of Central Asian textbooks with the narrative present in the Russian history education system. The analysis aims not only to identify discrepancies, but also to identify the reasons for the existing state of affairs and relate them to the politics of memory pursued in individual countries.

History education in many parts of the world is increasingly integrating the practices and sources of oral history. This rapprochement between the field of history education and the field of oral history presents an opportunity to allow students to engage with and develop the particular ways of thinking used by oral history practitioners and theorists. This study investigates how ‘oral historical thinking’ might be captured in a framework designed for educators, much like the various existing models of historical thinking, to support secondary students to analyse and interpret audiovisual interview sources in a way that emulates experts in the field. The study presents a prototypical ‘oral historical thinking framework’ and explores its possible applications to classroom teaching.

Even though recent decades have borne witness to an increased educational interest in teaching the Holocaust, academic stances on why the topic should be taught still vary significantly. The aim of this paper is to present teaching interventions that would help educators to navigate through one of the most important open questions in Holocaust education: the question of aims. Three Holocaust-related teaching interventions, which themselves use open questions as the basis for teaching and learning, are presented and analysed. The open questions, as the background, allow the educators to simultaneously shift between various teaching aims. The interventions addressing the question of heroes, victims and bystanders, causal analysis of the Holocaust, and the responsibility of the Allies for the escalation of the Holocaust, are arranged in such a way so as to lead students from their day-to-day knowledge, through historical concepts, finally ending up addressing more abstract concepts. The analysis draws on literature related to both Holocaust education and the teaching of controversial issues, and covers a range of topics; from practical to more philosophical

This paper discusses the obstructive dimension of specific declarative knowledge on historical thinking. Through considering the anthropological and social-psychological functions of stories, the author identifies potential difficulties individuals may face when trying to decipher, understand, and evaluate particular stories, as intended by historical thinking. By comparing the incapacity to cope with complex historic narratives with the effects of trauma, the paper discusses how approaches in narrative psychotherapy may add interesting insights to the domain of history education. The paper concludes that selection of declarative knowledge needs to be critically reviewed from a pathological perspective if historical thinking is set to be one of the main functions of history education.

In response to the growing need for more relevant school history, the notion of historical consciousness has come to represent a way to help students understand the links between past, present, and future. However, translating the construct into practice in an ongoing puzzle in the field. Recently, efforts have been made to operationalize historical consciousness via a competency-based approach, but this is arguably problematic, because its proponents view historical consciousness as a hermeneutic quest for meaning yet operationalize it as a set path of mental processing. This article explores a different approach based on meaning-making practice. It does so through an extensive review and synthesis of the relevant literature, and based on the results, it suggests operationalizing historical consciousness through negotiating the presence of the past, inquiring about the past with the help of disciplinary and everyday habits of mind, and building a sense of historical being.

O presente Relatório da Prática de Ensino Supervisionada em Ensino de História para o 3.º Ciclo do Ensino Básico e Ensino Secundário procura demonstrar a pertinência da utilização de Biografias no ensino em sala de aula, bem como verificar que a análise de percursos de vida de figuras da história pode constituir um potencial didático e pedagógico relevante. Neste sentido, levou-se a cabo um estudo através da utilização de Biografias nas aulas das turmas do 11º M e N, 11º H e 11º D da Escola Secundária Cacilhas-Tejo (Almada, Setúbal) durante o ano letivo 2021/2022. O estudo realizado pretende revelar a importância da Biografia na motivação dos alunos para a aprendizagem da disciplina de História A e de História da Cultura e das Artes. Procura ainda verificar se, ao serem apresentadas às turmas figuras destacadas da história ou pessoas comuns das épocas estudadas, os alunos conseguem aprofundar o seu conhecimento e obter um melhor entendimento não apenas das vivências, mas, também, dos processos históricos. This Report of the Supervised Teaching Practice in History Teaching for the 3rd Cycle of Basic and Secondary Education seeks to demonstrate the relevance of the use of biographies in classroom teaching, as well as to verify that the analysis of life paths of figures in history constitutes a relevant didactic and pedagogical potential. In this sense, a study was carried out through the use of biographies in the classes of 11th M and N, 11th H and 11th D of Cacilhas-Tejo Secondary School (Almada, Setúbal) during the 2021/2022 school year. The study revealed the importance of biography in motivating students to learn History A and History of Culture and Arts. It also showed that, by presenting to the class outstanding figures from history or common people from the studied periods, the students are able to deepen their knowledge and get a better understanding not only of the lives, but also of the historical processes.

U ovom radu su analizirani osnovnoškolski i srednjoškolski udžbenici povijesti izdani u razdoblju od 1981. do 2021. godine. Provedena je kvalitativna i kvantitativna analiza poglavlja u odabranim udžbenicima prema odabranim metodološkim smjernicama koji se dotiču teme SFR Jugoslavije, dakle od 1963. do 1991. godine. Također, prikaz teme SFR Jugoslavije je uspoređen u socijalističkim, hrvatskim postsocijalističkim i suvremenim udžbenicima., This thesis analyses elementary and high school history textbooks published in the period from 1981 to 2021. A qualitative and quantitative analysis of chapters from selected textbooks was carried out according to selected methodological guidelines that touch on the subject of the Socialist Federal Republic of Yugoslavia, i.e. from 1963 to 1991. Also, a comparison of the presentation of the subject of the Socialist Federal Republic of Yugoslavia in socialist, Croatian post-socialist and contemporary textbooks was made.

The environmental damage that occurs can cause natural disasters that are detrimental to humans. Historically, environmental damage has occurred since humans were transformed from hunters and gatherers to farmers and food gatherers. Since the transformation, humans have been able to manipulate nature, so that it has an impact on environmental changes. Environmental damage in the modern era occurred during the industrial revolution which lasted throughout the 19th and 20th centuries. Environmental damage continues to this day, therefore it is necessary to cultivate environmental awareness. Planting environmental awareness can also be given in schools as formal educational institutions through various existing subjects. One of the subjects that can contribute to instilling environmental awareness is the subject of history, through the content of environmental history. This study aims to look at the cultivation of environmental awareness through the content of environmental history in history learning. This study uses a descriptive qualitative method with a literature study approach by collecting various data that can support the writing process. The results of the study found that planting environmental awareness through environmental history content could be carried out, but not all basic competencies in history subjects could be integrated. In addition, history teachers must have more effort so that the objectives of the integration process, namely the cultivation of environmental awareness, can be achieved properly.Abstrak : Kerusakan lingkungan yang terjadi dapat menimbulkan bencana alam yang merugikan bagi manusia. Secara historis kerusakan lingkungan telah terjadi sejak manusia bertransformasi dari para pemburu dan pengumpul makanan, menjadi para petani dan peramu makanan. Sejak transformasi tersebut manusia telah mampu memanipulasi alam, sehingga berdampak pada perubahan lingkungan. Kerusakan lingkungan di era modern terjadi ketika masa revolusi industri yang berlangsung sepanjang abad 19 dan abad 20. Kerusakan lingkungan terus terjadi hingga sekarang, maka dari itu perlu kiranya penanaman kesadaran lingkungan. Penanaman kesadaran lingkungan juga dapat diberikan di sekolah sebagai lembaga pendidikan formal melalui berbagai mata pelajaran yang ada. Salah satu mata pelajaran yang dapat turut menanamkan kesadaran lingkungan adalah mata pelajaran sejarah, melalui muatan sejarah lingkungan. Penelitian ini bertujuan untuk melihat penanaman kesadaran lingkungan melalui muatan sejarah lingkungan dalam pembelajaran sejarah. Penelitian ini menggunakan metode kualitatif deskriptif dengan pendekatan studi pustaka dengan mengumpulkan berbagai data yang dapat mendukung dalam proses penulisan. Hasil penelitian menemukan jika penanaman kesadaran lingkungan melalui muatan sejarah lingkungan dapat dilakukan, namun tidak semua kompetensi dasar dalam mata pelajaran sejarah dapat diintegrasikan. Selain itu guru sejarah harus memiliki upaya lebih agar tujuan dari proses integrasi, yaitu penanaman kesadaran lingkungan dapat tercapai dengan baik.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES The present master's dissertation refers to a research developed together with the master's degree in Education in the Postgraduate Program in Education of the Federal University of Santa Maria (PPGE/UFSM), whose objective is to carry out an analysis about the interrelationship between the Teaching History and the construction of narrative identities of subjects teaching, based on History Education, in order to understand how the concepts of History Education, History Teaching, historical consciousness, narrative and identity are linked to the training of professionals, historians-teachers. It is understood that the construction of identities is a broad, complex process of continuous development during the life of every human subject. These subject-teachers are considered a constituent part of History, so that their narrative identities are reflected in their educational practices and in their (self)formation processes. The central problem of this research is the question: How does the Teaching of History and significant educational practices in formal education build narrative identities of subjects-teachers, historians-teachers, through the use and support of History Education? The investigation methodology of this research is permeated by a theoretical, qualitative and documentary approach, guided by the current of History Education and by the meaning of narratives present in selected dissertations and theses in the field of Education and History Teaching, where, through writing, the subject-teachers present identity elements, directly and/or indirectly through the conceptual and theoretical choices they make. Thus, this research, framed in the research line "LP2 - Public educational policies, educational practices and their interfaces", from PPGE/UFSM, allows a reflection on the construction of historical culture in relation to teaching, to the work of the historian as a teacher and producer of knowledge, at the same time, which interrelates the concepts to the educational practices involved in the construction of historical and educational culture, so that the formation of the historian focused on the being-teacher, and his teaching practices, has meaning and can help in the construction of historical knowledge beyond the academy and society in which we live. The analysis of documentary sources (dissertations and theses) allowed us to understand the development of the interrelationship between History Teaching and the construction of narrative identities of subject-teachers, through the meaning of teaching and learning in a way connected with research and theory, as well as with the formation of the subject and historical knowledge. The meaning of the teaching-learning process, interconnected with the teaching and identity formation of the subjects, also makes it possible to qualify the Teaching of History and bring it closer to reality, especially through the meaning of the historical past from the present, with perspectives of the future, of so that this process makes sense for all the subjects involved. A presente dissertação de mestrado refere-se a uma pesquisa desenvolvida junto ao mestrado em Educação no Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria (PPGE/UFSM), cujo objetivo é realizar uma análise acerca da inter-relação entre o Ensino de História e a construção de identidades narrativas de sujeitos docentes, a partir da Educação Histórica, de modo a entender como os conceitos de Educação Histórica, Ensino de História, consciência histórica, narrativa e identidade se interligam a formação de profissionais, historiadores-professores. Entende-se que a construção de identidades é um processo amplo, complexo e de desenvolvimento contínuo durante a vida de todo sujeito humano. Considera-se esses sujeitos-docentes como parte constituinte da História, de modo que suas identidades narrativas se refletem em suas práticas educativas e em seus processos de (auto)formação. A problemática central desta pesquisa está na questão: Como o Ensino de História e práticas educativas significativas na Educação formal constroem identidades narrativas de sujeitos-docentes, historiadores-professores, por meio do uso e suporte da Educação Histórica? A metodologia de investigação dessa pesquisa é permeada por uma abordagem teórica, qualitativa e documental, pautada pela corrente da Educação Histórica e pela significação de narrativas presentes em dissertações e teses selecionadas do campo da Educação e do Ensino de História, onde, por meio da escrita, os sujeitos-docentes apresentam elementos identitários, de forma direta e/ou indireta pelas escolhas conceituais e teóricas que realizam. Dessa forma, esta pesquisa, enquadrada na linha de pesquisa “LP2 – Políticas públicas educacionais, práticas educativas e suas interfaces”, do PPGE/UFSM, possibilita uma reflexão acerca da construção da cultura histórica em relação ao ensinar, ao trabalho do historiador enquanto professor e produtor de conhecimento, ao mesmo tempo, que interrelaciona os conceitos às práticas educativas envolvidas na construção da cultura histórica e, também, educacional, de modo que a formação do historiador voltada para o ser-professor, e suas práticas docentes, tenha sentido e possa ajudar na construção de conhecimento histórico para além da academia e da sociedade em que se vive. A análise de fontes documentais (dissertações e teses) permitiu compreender o desenvolvimento da inter-relação entre o Ensino de História e a construção de identidades narrativas de sujeitos docentes, por meio da significação do ensinar e do aprender de modo conectado com a pesquisa e a teoria, bem como com a própria formação do sujeito e do conhecimento histórico. A significação do processo de ensino-aprendizagem, interligada a formação docente e identitária dos sujeitos, possibilita ainda qualificar o Ensino de História e aproximá-lo da realidade, especialmente por meio da significação do passado histórico a partir do presente, com perspectivas de futuro, de modo que esse processo tenha sentido para todos os sujeitos envolvidos.

“Hexagon” is an innovative method for the Bulgarian educational system, aimed at developing the logical thinking and creative abilities of students. It not only updates or develops content-based learning material, but also its systematic application in lessons increases the ability to perceive. It allows to move from passive to active form of learning that builds sustainable cognitive interests in the subject of History and Civilizations.

PurposeThe purpose of this study is to ascertain perspectives from pre-service and in-service elementary teachers about challenges they face when teaching social studies, and how their participation in a content-based professional development opportunity can support their preparedness for social studies instruction. Five speakers who were experts in topics such as Native American history, historical preservation, women's history and the Constitution were featured at this workshop.Design/methodology/approachCase study methodology with both descriptive and explanatory data collection and analysis methods, which were inclusive of surveys and focus group sessions, was implemented. The National Council for the Social Studies (2017) Powerful and Authentic Social Studies framework was applied in order to examine whether elementary in-service and pre-service teachers participation in this content-focused professional development impacted their preparedness to teach social studies.FindingsMajor findings show that content-specific professional development can support pre-service and in-service elementary teachers' preparation to teach social studies through analysis of historical topics and contemporary issues, as well as mitigate challenges with regard to limited time dedicated to social studies instruction.Originality/valueIn light of the Senate's debate on passing the Educating for Democracy Act concerning funding for civics and history education, the originality of this study highlights the continued need for scholarship on how partnerships between colleges of education, school districts and local educational agencies to provide content-focused professional development can support elementary teachers' ambitious social studies instruction, which can foster greater understandings of historical content and civic participation in democratic society.

The present study focuses on the development of intercultural values and attitudes in a linguistically homogeneous groups of students in the nation of Georgia. The aim of the research was to study:...

This article traces discursive shifts in the ways in which imperialism and European colonialism have been dealt with in the classroom in relation to the German history textbook Time for History (Zeit für Geschichte), which was published in 2010. It explores how the textbook’s representation of German colonial rule in present-day Namibia both raises awareness of and reproduces common colonialist-racist images of the “other” by demonstrating how its content is negotiated in year-nine history lessons, as observed over the course of an ethnographic study carried out in a German secondary school. The author assesses the complex interplay between discursive practices of negotiation, everyday educational practices and deeply rooted, colonialist-racist images of the “other” and, on the basis of this interplay, analyses how difficult it is to bring about content-based and discursive shifts in the classroom.