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Focuses on integrating English and history through the saturation research paper. Functions of the saturation research paper; Process of introducing the saturation research paper; Qualities of an effective saturation research paper; Way to help students identify a historical figure who is of interest to them.

Purpose: Guided by an interest in how K-12 history teachers think about teaching race and related concepts in their courses, this paper explores the impact of a workshop put on by a history and civics professional learning organization that explicitly focused on historicizing race, racism and whiteness as a method for furthering teachers' understandings and commitments to antiracist teaching. Design/methodology/approach: This paper draws on Critical Race Theory and Critical Whiteness Studies to make sense of the idea of history teaching as a racial project. Using surveys and a focus group discussion as data. Findings: The authors found that, after the workshop, teachers reported increased comfort and interest in teaching more about race and racism, while fewer stated explicit commitments and plans to teach about whiteness. The authors also found that teachers' definitions of whiteness were largely framed as habits of mind and individual practices and situated within an educational sphere. Additionally teachers initially grappled with systemic interpretations of whiteness, yet ended up landing on identity as the starting point for critical history instruction. Originality/value: These findings prompt the authors to discuss the continued challenges of linking whiteness with antiracist history teaching and also grapple with the affordances and pitfalls of identity as a starting point for race work. [ABSTRACT FROM AUTHOR]

The article focuses on the need for history students to develop analytical thinking and writing skills, as conceived in the curriculum redesign of the U.S. Advanced Placement (AP) World History Program. It states that writing promotes content knowledge and allows students to make their own interpretations. It mentions that the AP World History Program with its curriculum redesign focuses on reasoning as its main goal and inquiry as its basic method for teaching history.

What is bias? A review of the library literature reveals no attempts to define the concept. Nor does it reveal systematic attempts to develop interventions that teach the identification and evaluation of bias. Current pedagogical approaches (checklists and bias charts) tend to assume a self-evident definition that categorises bias as unquestioningly bad and disqualifying. Current approaches, however, fail to recognise the cognitive complexity of decoding bias within a source. A decoding process includes identifying the type of bias, determining an objective baseline, recognising biased features, and analysing bias’s impact. Based on work done from several fields—argumentation theory, media bias, media literacy, and history education—this paper proposes an operational definition of bias and a practical framework for conceptualising a process to identify and evaluate bias. This paper will explore the limitations of this framework, as well as existing source evaluation paradigms. If librarians want to prepare individuals to participate in a post-truth society, where disinformation weaponises bias by appealing to emotions and beliefs rather than facts, an inclusive and nuanced conception of bias is a necessary component of library instruction. [ABSTRACT FROM AUTHOR]

• Few studies take the intersection of media and design literacies into consideration. • Fewer investigate the role it plays in absorbing complex topics, like propaganda. • Media design rhetoric is a bridging concept between media and design literacies. • Media design rhetoric helps learners absorb complexity in history education context. • Media design rhetoric helps learners adopt strategies and communicate new ideas. This paper investigates the intersection of media and design literacies in learners becoming more competent in developing complex ideas within a history classroom. Drawing from multiliteracies, design literacy, and media literacy, this paper conceptualizes media design rhetoric as a process. It utilizes a virtual exhibition as a facilitator to deepen the understanding of propaganda. We accumulate qualitative data from artifacts created by 10th and 11th graders (age range: 15–17) in a history classroom within a suburban high school in Western Canada, with written reflections on their artifacts. artefact analysis is followed by thematic and subject analysis in NVivo 12. Results show that media design rhetoric supports learners in deepening their understanding of propaganda, critically reading media, and creatively communicating messages. Results suggest that virtual exhibitions can be pivotal in creating new artifacts with complex but interest-driven topics. This research introduces media design rhetoric as a bridging concept (between multiliteracies, design literacy, and media literacy) and situates virtual exhibitions as a facilitator for developing complex ideas. This research highlights the significance of critical thinking and creativity in the media design rhetoric, as students critically engaged with historical content and creatively adapted it to modern contexts. [ABSTRACT FROM AUTHOR]

Copyright of Anuario de la Sociedad Argentina de Historia de la Educación is the property of Argentinean Society of History of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper elaborates on the design and development of digital history teaching material within the framework of the Digital School '. 11 outlines the pedagogical and didactic principles. the typology as well as the instruction processes these new digital teaching resources adopt and follow to efficiently support and promote e-learning in History education. [ABSTRACT FROM AUTHOR]

Philosophers of historiography are constantly trying to answer the question about the nature of historical practice. However, various philosophical conceptions are often sought out by theoreticians of history education who require answering the very same question to utilise history's potential in achieving didactic goals. This paper seeks to explore three different philosophical conceptions of historiography and their potential for passing on crucial skills of critical thinking and media literacy. It will be shown that despite the competitive nature of vastly different philosophical schools of thought, they all can offer valuable incentives for history educators if they are willing to abandon some dogmas that have originated in the philosophy of historiography itself. [ABSTRACT FROM AUTHOR]

This paper explores how young South Africans think about the need for a reparative future through a consideration of their relationship to South Africa's historic moral community. By historic moral community I draw on MacIntyre (2007), Sandel (2009), and Shotwell's (2016) work to refer to the network of those from whom we inherit, and to whom we owe, an obligation – past, present, and future. This paper draws on data from a ten-month classroom ethnography in Cape Town. The ethnography looked at four Grade 9 history classrooms in four racially distinct schools and included multiple interviews with between four and six students from each class (n = 20) over the course of the year. Data collection focussed on how the legacies of apartheid were taught, and how students learned to use history to make sense of their personal circumstances and contemporary society. It also explored students' narratives regarding their own social mobility trajectories, how they perceived the effects of apartheid on their own lives, and attitudes regarding the need for reparative action in light of apartheid. The data demonstrated not only the diversity of attitudes towards reparative futures that exist among South African youth, but also suggests that young people who narrate their life trajectories as being intertwined with South Africa's historic moral community both advocate for collective responsibility for past injustice, and feel a sense of agency over their future social mobility. • This paper explores how young South Africans think about the need for a reparative future. • It draws on data from a ten-month ethnography of four Grade 9 classrooms in Cape Town. • The paper finds that young South Africans have diverse attitudes regarding the need for a reparative future. • Desire for reparation is strongest among those who see their lives intertwined with South Africa's historic moral community. • Taking collective responsibility for past injustice is associated with a sense of agency over future social mobility. [ABSTRACT FROM AUTHOR]

This article seeks to answer a very concrete question: should .Military History be taught at university? It is, first and foremost, about contextualising the evolution of this field of studies in recent decades, in order to ascertain its scientific dignity. Then, based on the experience registered at three of the main Portuguese universities (especially in Coimbra) since the turn of the millennium, it seeks to present the most important arguments for the inclusion of Military History in the undergraduate curricula. Finally, this paper evokes a set of circumstances that, in Portugal but also in Spain, have made this area of teaching and research very appealing. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studia Histórica: Historia Moderna is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The SIDDATA data-driven digital study assistant offers students various services that help them identify and achieve their personal study goals. The software's features and infrastructure have evolved to become a universal platform for interactive self-regulated learning and digital study planning throughout three annual software development cycle iterations. The software is fully integrated into an existing learning management system (Stud.IP) and has been tested by more than 3000 students from three German universities during the last three years. This paper presents the SIDDATA software architecture, design philosophy, and modular, feature-centered application logic. Developed during a third-party-funded research project with limited temporal scope, the web-based software is publicly available under an MIT license. We conclude with application opportunities for researchers, developers, educators, and higher education institutions. [ABSTRACT FROM AUTHOR]

Given the broad public appeal of WWI commemorations and in consideration of their inclusion in school curriculum, the question is raised of how do Turkish and Australian students view the importance and ways of commemorating the Gallipoli campaign? This comparative study, the first of its kind approaches this current gap in understanding how high school students view this historical event. The focus of this paper is to report on research conducted in Australian and Turkish* high schools during the centenary years of WWI commemorations. 185 high school students agreed to participate and share their perspectives on commemorating Gallipoli and to respond to a series of five sources provided to them as part of the research activity. How students responded to the sources and engaged with questions of commemoration is detailed throughout this paper. [ABSTRACT FROM AUTHOR]

An extensive study of the representations of Europe in history textbooks has been conducted with regards to Italian lower secondary school (Pingel 1994, 2000, 2003a, 2003b; Cajani 2003). These studies have included considerations upon the history of European integration, although this was not their exclusive topic. To date, however, few pieces of research have addressed how the history of European integration is dealt with in Italian textbooks for upper secondary school (Accardo, Baldocchi 2004; Challand 2009). The present paper examines how curricula and textbooks portray the integration process in upper secondary school. It focuses on the position they attribute to Italy in different phases and the extent to which they use recent findings of historiography. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

On a revise-and-resubmit assignment in a large introductory History course, students were provided with feedback that was phrased either as questions, statements, or imperatives. This study examines which form was most likely to lead to improvement in the students' writing. Generalized estimating equations (GEE) were used to analyze a data set comprising 669 individual pieces of feedback on 67 sets of papers. Researchers found that, overall, students were most likely to implement feedback phrased as imperatives and least likely to implement feedback phrased as questions, and that the likelihood shifted somewhat depending on which aspect of writing was being commented upon; the extent of change required; the students' past performance in the course; and the person providing the feedback. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

• The study probes students' historical beliefs with an innovative method. • Our approach transcends category models, offering pattern-based insights. • Students increasingly grasp the complexity of historical knowledge. • The findings could be used to foster historical thinking in history education. Epistemic beliefs are crucial in the modern digital world, where individuals must navigate a vast array of information. These beliefs, connected to higher-order thinking skills like critical thinking and problem-solving, enable individuals to evaluate the credibility of information, discern biases, and make informed decisions. Developing sophisticated epistemic beliefs is essential for engaging with the digital world and contributing meaningfully to various domains. For history education, as the goal has put more emphasis on developing students' higher-order thinking in history (i.e. historical thinking and reasoning) both in Taiwan and around the globe, it has then become more and more important to investigate students' historical epistemic beliefs. Despite this, most scholarly work focuses on scientific and mathematical personal epistemology, leaving the discipline of history underexplored. To fill in such a salient gap, this study implemented a mix-method research design with the use of Epistemic Network Analysis to explore high school students' trajectory of historical epistemic beliefs. This study implemented a mix-method research design with the use of Epistemic Network Analysis. Twenty-one high school students were recruited for the study. Data was collected with semi-structured interviews at the start and end of one academic year to investigate the changes in their personal epistemology. Data was then transcribed and coded with the coding framework developed in this study. The results are shown in the pattern-based model for each individual student's trajectory during the course of one academic year. A t -test was used to examine the differences between the first and second sets of interview data of each student. Six participating students witnessed a significant change (p < 0.05) in their historical epistemic beliefs within one year. The students shifted from a more naïve and simple perspective about the nature of history to a more sophisticated stance in which they started to acknowledge the complexity of history due to the consideration of historical contexts. The students also became more aware of the subjectivity in the formation of historical knowledge and, thus, the limitation and uncertainty of the objective truth. Moreover, a fine-grained qualitative analysis of these students was provided to present a more holistic perspective. The evidence indicates that students' epistemic beliefs are not easily categorised, as they display different stances towards various aspects of historical knowledge. Furthermore, students have become more critically engaged in historical thinking and have adopted a more discerning attitude towards history class. This pioneering research not only provides a solid foundation for future investigations in the field but also carries significant implications for enhancing history education and fostering critical thinking skills in students. Limitations and future applications are also discussed at the end of the paper. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to explore the history of Black women as critical civic agents fighting for the recognition of their intersecting identities in multiple iterations of the feminist movement. Design/methodology/approach - Utilizing Black feminism and intersectionality I explore the many ways in which Black women have fought against multiple forms of oppression in the first, second and fourth wave feminist movement and organizations in order to fight for their rights as Black women citizens. Findings - Black women in the past and present have exhibited agency by working within such multiple civil rights movements to change the conditions and carve out inclusive spaces by working across differences and forging multiracial coalitions. Originality/value - This paper serves as a call to action for social studies classroom teachers and teacher educators to rethink how we remember and teach feminist movements. I also explore how we can use this past to understand and advance the conversation in this present iteration of the women's movement to work across differences in solidarity toward equal justice for all. [ABSTRACT FROM AUTHOR]

This paper proposes the concept of 'Curricular Epistemic Socialisation' as a process through which the school curriculum shapes the disciplinary epistemologies and identities of high school (11-18) teachers. Drawing on a survey of history teachers in Scotland (n=101), a cohort comparison is made between those trained since the introduction in 2010 of Curriculum for Excellence (CfE) and those who qualified to teach before this. Analysis of this data suggests that the CfE-trained cohort hold weaker subject identities (p=0.0002) and a more instrumental view of the purpose of the subject (p=0.052) than their more experienced colleagues. Although this is a small study, the paper proposes that something stronger than a performative response to policy change. Instead, the evidence implies that curricular framing can encourage teachers to adopt new epistemic frames. The paper concludes by suggesting a qualitative follow-up study to investigate the processes behind this socialisation and teachers' consciousness of it. [ABSTRACT FROM AUTHOR]

With a proposed Australian national history curriculum, many Australians began to question what historical content would be taught in the nation's schools and colleges. While pressure for a national history curriculum had been building for many years, the final impetus came from a moral panic that gripped Australian society during late 2005, possibly reinforced by risk society imperatives. This paper argues that the history taught in Australian school education is highly politicised, the product of a moral panic, and of risk society thinking. This paper further argues students should be enabled to appreciate these factors underpinning national history curriculum through a more rigorous teaching of historiography in the school education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper investigates the expression of historical thinking by students in the school and museum environment, based on the study of the past through archaeological remains. The empirical investigation was carried out in five schools in Athens, four state and one private, and included a total sample of 189 middle and high school students (12–13 and 15–16-year-olds). The students were exposed to archaeological remains in three different forms, actual physical objects, printed images of the objects, and digital representations thereof. Data was collected from written responses to a questionnaire and from their responses during a semi-structured interview, as well as from observations by the researcher during the whole process. Based on an analysis of their responses, it was clear that most of the students had grasped the historical significance of the archaeological remains they had studied. They referred to them in relation to their historical context, based on their recollection of pre-existing historical knowledge or the use of relevant information given to them. However, the expression of interpretative historical thinking in several responses appears to be influenced by the historical or non-historical character of each question or task, as well as the type of archaeological remains they had studied. Parameters such as age, gender, and socio-cultural background also appear to have influenced their expression of historical thinking. [ABSTRACT FROM AUTHOR]

The growing literature around reparative futures in education agrees on the importance of multiple and inclusive narratives for learning about the past. Indeed, it is recognised that multiplicity has to be part of a reparative account of history given the harms caused by single, exclusionary and hegemonic historical narratives. However, there is limited literature, pedagogical guidance or accounts of how multiple perspectives approaches apprehend competing narratives of the past specifically on questions of responsibility. Drawing on experiences in Cambodia and the UK – where violent and colonial pasts (and presents) are poorly apprehended in the formal school system – this paper reflects on the place and absence of histories of responsibility within history education. We do so in order to explore the potential role such histories can play in securing more just and inclusive presents and futures. We explore the relevance of multiple perspectives pedagogies for futures research and ask questions around how multiple perspectives can interact, including whether they are treated equally, decontextualised, relativised, or can be weighted ethically towards narratives that are seen to be more 'true' or more in service of reparative goals. We identify limitations in multiple perspectives approaches around questions of 'balance' and representation before reflecting on lessons from theorists engaged in postcolonial and decolonial thinking to parse the ethical and political opportunities afforded through concepts that redefine responsibility around implication, shared future responsibility, and mutual interdependence. • Reparative futures approaches in education agree that multiple and inclusive narratives are an important part of a reparative account of history. • We explore how multiple perspectives approaches have dealt with competing narratives about responsibility for past harms in Cambodia and the UK • We identify limitations in multiple perspectives approaches around questions of 'balance' and representation • We explore the potential value of concepts that redefine responsibility around collective implication and shared future responsibility [ABSTRACT FROM AUTHOR]

The paper offers a review of Polish discussions on the educational aspects of film. While initially many authors were quite sceptical of film, then viewed primarily as a form of cheap entertainment for the masses, they subsequently started exploring the possibilities for using film in education. The paper discusses the views of early pioneers, such as Matuszewski and Irzykowski, up until more recent developments (such as the New Horizons Association), emphasizing the Polish contribution to the history of film and media education. [ABSTRACT FROM AUTHOR]

This paper provides an examination of the parallel efforts undertaken by the Greek and Turkish Cypriot communities of Cyprus in order to revise their history curricula. Although the high nationalistic discourses which were elected to address the way in which history was taught in the two communities has come under considerable revision, both groups still have a long way to go before a totally 'critical' and 'apolitical' space is reached wherein they locate their approaches to history. By delving into the historical and current geopolitical background of Cyprus, this paper argues that the two communities share many commonalities that form the basis upon which an ethically communicative and discursive space may be developed for inter-communal dialogue via history teaching. [ABSTRACT FROM AUTHOR]

Copyright of Dialogos (14159945) is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose - History-based trade books have an important and expanding role in various curricula. Contemporary education initiatives urge English and language arts educators to spend half their time on nonfiction and history and social studies teachers to include diverse sources starting in the early grades. Diverse professional organizations annually make financial commitments to promote new trade books. Research indicates misrepresentations abound in history-based trade books, yet few empirical studies have been completed. The purpose of this paper is to research examine the historical representation of Abraham Lincoln, arguably the most consequential nineteenth-century American. Design/methodology/approach - Data samples included trade books intended for early grades and middle grades students. These grade ranges were selected because these students have the least prior knowledge and are perhaps most dependent on the text. Qualitative content analysis research methods were employed. Findings - Misrepresentations emerged regarding Lincoln's poverty, actions, motivations for actions, and implications of his actions as seemingly necessary historical content was minimized, vaguely included, or omitted. Findings are juxtaposed across and between selected grade ranges. Practical implications - Discussion focused on the significance of findings for teachers and researchers. Teachers are guided to supplement trade books with primary sources to position students to distinguish historical misrepresentations. Originality/value - This research builds on previous scholarship on Lincoln-based trade books by expanding grade range, data samples and research questions. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to examine three high school teachers' beliefs about how their understanding of historiography influences their teaching. Design/methodology/approach - The authors engaged in a qualitative multiple-case study based on semi-structured interviews and artifact analysis. Findings - The analysis describes the teachers' understanding of historiography in relation to ideas about historical perspective-taking, textbook use, the incorporation of primary sources in the classroom, and tensions between teaching content and teaching skills. The study concludes that while undergraduate exposure to historiography is potentially useful and can help history teachers manage the complexity of the profession, drawing upon historiographical understandings in order to recognize the construction of historical narratives in the classroom remains a persistent challenge. Originality/value - Much of the work addressing the potential role of historiographical understanding for teachers has focused on teacher preparation and the ideas held by teaching candidates. This research emphasizes experienced teachers' beliefs about the role that historiography plays in their teaching. [ABSTRACT FROM AUTHOR]

Abstract: This paper explores the affinities between the cognitive approaches of historical study and those of strategic foresight, specifically, scenario planning, drawing out their capacity to problematise perceived certainties and challenge deterministic beliefs. It suggests that “thinking with history” has the potential to enhance strategic understanding and decision-making. Two high-level decision-making contexts – university executives and Government Departments – are then discussed with regards to the barriers to such strategic thinking. The paper draws on a wider research project exploring the role for historical thinking in public policy development. [Copyright &y& Elsevier]

This paper represents an overview of our journey utilizing and integrating technology in the social studies context. We describe and explain our initial efforts that used Web 1.0 and then trace our development to our most recent project that incorporates and capitalizes on Web 2.0 technologies. We provide an in-depth look at the learning experiences we designed and developed using Web 2.0 technologies. In addition, the paper details how the use and integration of Web 2.0 tools allow students to engage in authentic, problem-based learning anchored in Russian history and culture. From static to fluid, our projects have demonstrated that social studies' future, and the development of our students as global citizens, must be intertwined with technology. [ABSTRACT FROM AUTHOR]

Nearly a decade into the new millennium, the teaching of political literacy as a strand of education for citizenship has taken on a new urgency throughout much of the world. In most developed countries there is now a feeling that young people need to develop a healthy respect for democratic procedures and consequent methods of participating to shape modern society and an understanding that real political literacy means moving beyond the strictures of traditional civics courses. The introduction into places as far apart as Scotland and Hong Kong of aspects of political education in primary schools (Cheung & Leung 1998; Maitles 2005) has itself reflected a worry (almost a moral panic) in government circles about youth alienation, albeit with some debate as to whether schools should be the places where this is developed. This paper examines the attitudes of young people towards politics, explains some peculiarities of education in Scotland and reports on research into the knowledge, interest, cynicism/trust and values/attitudes of approximately 1600 pupils - 50% of whom study Modern Studies whilst the others study history or geography. The paper explores whether those pupils studying Modern Studies have a stronger basis in some elements of political literacy than those who do not study it. The results suggest that Modern Studies students have more knowledge, greater interest and are less cynical but, that in terms of values, there is no discernible difference. [ABSTRACT FROM AUTHOR]

The paper examines the main events and the context in which the Cluj School of History was established after the Great Union. The paper begins with a presentation of the historical factors that had previously influenced the local historiographical discourse, such as Magyarization policies, church divisions among the Romanians themselves, and the education system. Then comes a presentation of the actual creation of the new university, with the contribution of many leading Romanian historians, amid the hardships following the end of World War I. Attention is also given to the challenges faced by the school founders (A. Lapedatu, I. Lupaş), to their dilemmas and their choices. The conclusions present the main contributions and successes of the Institute of National History operating within the University of Cluj. [ABSTRACT FROM AUTHOR]

This paper focuses on the different interpretations of the history of Cyprus that have surfaced in recent years, and how the resultant literature has affected the way history had been taught in the North and South of the island. The study highlights two approaches. An earlier approach where in the long period of the geo-political transformation of Cyprus, education served the national, political and ideological division of the island and stressed ethnic differences, and images of the other as the enemy. This was followed by a later more contemporary phase, which has attempted to use the pedagogy of history as a tool to further reconciliation and understanding across the geographical and cultural divide of the Green Line. The paper argues that these approaches, both at the level of the writing and the teaching of history, have been largely determined by the changing demands of both domestic and external interests. Thus educational usages and methodologies in the teaching of history often reflect in part, the changing parameters and praxis of international relations practice and theory. [ABSTRACT FROM AUTHOR]

The question of history teaching and learning in Cyprus often comes to the forefront of public debate, mainly in the daily press, as a contest between those who wish to change the school history textbooks and those who want them to stay as they are. Although such discussions are useful, in this paper they are of secondary importance to the question of what the aims are, the methodological weaknesses and, more fundamentally, the epistemological assumptions of the current way history is being taught and learned in Greek-Cypriot schools of Cyprus. As this paper shows, one of the most important problems of teaching and learning history today in Cyprus is the understanding of history teaching by many educators as a mere transmission of beliefs and the presentation of the past as heritage. Not only this state of affairs does not promote historical understanding, but it hinders reconciliation cementing division. We conclude with a call for urgent educational reform in the epistemology, aims and methods of history teaching and learning in Cyprus. [ABSTRACT FROM AUTHOR]

This paper provides some of the political context for the development of the school curriculum in the period after apartheid, pointing out that the curriculum that was drafted originally under the rubric 'Curriculum 2005' had to be substantially modified without loss of political face because of the practical difficulties of implementation. The new version of the curriculum still bears discursive traces of the old, most notably with regard to globalisation, but has also been subject to diverse intellectual influences. The paper pays special attention to the treatment of History in the curriculum, and to the way in which it tries to present race. [ABSTRACT FROM AUTHOR]

Abstract: In 1962, a futures studies group was launched in France on behalf of the Commissariat au Plan, reporting directly to the French Prime Minister. The group aimed at ‘studying, on the basis of future-shaping elements, what should be known right now about 1985 France’. This paper revisits that important and original futures studies project, which encapsulated efficiently the dominant values and beliefs of a Western country at a turning point of its political and economical history. In its first part, this note recalls the French context in 1964, the frame of mind, and methodology of the group. Then the main findings of the Group 1985 are outlined, be it evolutions that inspired hope (a wealthier economy, improved living conditions), and also fears attached to the future (individual may face new dependencies and higher pressures, while some shortages could appear), which should be averted thanks to active policies in the fields of education, European unity, scientific research, or public administration reform. Last, this paper analyses both the strengths and weaknesses of the Group 1985 report, drawing lessons that remain valuable for contemporary studies on the future of a whole country. In 1962, Pierre Massé, then Commissaire au Plan, set up a futures study Group chaired by Pierre Guillaumat. The Group published in 1964 a report entitled ‘Reflections on 1985’ which was a stimulating futures studies work. ALEPH thought fruitful to revisit this document. [Copyright &y& Elsevier]

Creating democratically engaged citizens always has been one of the underlying functions of social studies teachers, albeit not listed in most state standards. Voter apathy and the lack of civic engagement, even voting, truly stresses this point. Almost every student in the USA has to attend several history classes and one government/civics class. Even at that level the impact of these classes seems to be minimal on civic participation. This essay investigates the idea of Dimension 4 of the College, Career and Civic Life (C3) framework, "Action" and how that process of teaching through the lens of Paulo Freire could impact this lack of civic engagement. This article begins with a brief analysis of the difficulty of teaching for Action. It then investigates notions of a commodified pedagogy, and how such a rationale creates problems for an Action-type pedagogy. The College, Career and Civic life framework then is briefly discussed. From there, Paulo Freire is introduced and then an exploration of how his nuances of societal change can happen within the classroom. The article briefly discusses how Dimension 4 of the C3 Framework fits within Freire's pedagogical style. This paper points classroom teachers toward his work and the promise of high energy critical thought which is a rationale for civic action. [ABSTRACT FROM AUTHOR]

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Purpose - Education initiatives require substantive changes for history, social studies, English, and language arts teachers of any grade level. History and social studies teachers are to integrate multiple texts from diverse perspectives, which increases teachers' uses of trade books and primary sources; English and language arts teachers are to spend half their allotted time on non-fiction topics, which enhances the position of historical content. The compulsory changes are not accompanied with ready-made curricula. Trade books are a logical starting point for teachers inexperienced with the new expectations, yet, research indicates that historical inaccuracies and misrepresentations frequently emerge. The paper aims to discuss these issues. Design/methodology/approach - The authors' inquiry explored trade books' historical representation of Franklin Delano Roosevelt, America's longest serving president. The data pool was organized by early grades (Kindergarten-4), middle grades (5-8), and high school (9-12) to contrast patterns of representation between and within grade ranges. Findings - Findings included patterns of representation regarding Roosevelt's noteworthiness and accomplishments, advantages and assistances, and moral and political mistakes. Social implications - Classroom suggestions included guiding students to identify historical gaps and interrogate primary sources to fill these gaps. Originality/value - Similar research has not been conducted on this historical figure. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)