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In recent decades, history and education scholars in the Western world have argued for a constructivist approach to disciplinary thinking in the teaching and learning of History, known as historical thinking. Yet, there has been little classroom-based empirical research exploring how teachers engage with historical thinking theory, enact related practices in the classroom, and, in Canada, utilize historical thinking concepts. The multiple-case study outlined here addresses this gap, by offering descriptive details and insights regarding four Canadian secondary school teachers’ attitudes, understandings, implementation, and applications of historical thinking in lessons and assessments. Differences among these teachers’ perceptions and practices indicate that historical thinking is not a singular pedagogical approach. Yet, common elements revealed two broadly drawn typologies that may serve as inspiration and provide concrete examples for history teachers wishing to develop their own historical thinking practices. Rich descriptions also provide unique insights into how the teachers use their judgment and knowledge in the choices and decisions they make to move theory to practice. Finally, this study offers a methodology for the continued classroom-based study of historical thinking. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic and Black Lives Matter protests have given renewed impetus to campaigns against racial inequality. In education, the issue of curriculum – and particularly the history curriculum – has been at the centre of campaigns to "decolonise the curriculum". While barriers to the teaching of "diverse" British histories in England's classrooms have long been recognised, relatively little research has been done on the crucial role of history teacher educators and teacher training in developing a diverse profession, practice, and curriculum. This paper seeks to address these gaps through analysis of interviews with history teacher educators, trainee history teachers and key stakeholders. In particular, it explores the responses of history teacher educators to recent calls for curriculum reform, charts how these demands for change have influenced thinking and practice in Initial Teacher Education (ITE) in history and identifies ongoing challenges to the development of more inclusive curriculum and pedagogic practice. [ABSTRACT FROM AUTHOR]

The goal of this study is to try to understand how history teachers in Arab high schools in Israel navigate their way between the official curriculum and their Palestinian-Arab identity. I examine how they broach learning material that contradicts their beliefs and their understanding of recent history in the region. To this end I used qualitative research based on interpretative phenomenological analysis. The participants included Arab teachers, both men and women, who we interviewed using in-depth open interviews. In the literature review and from the findings we can see that the state, through the education system in general and through history teaching in particular, tries to disconnect the Palestinian-Arabs from their history, their people, and their national identity. These practices fit the descriptions of settler-colonialists' behavior toward indigenous populations. The findings show that the teachers use one of three approaches to deal with the state's educational policy. One group of teachers focuses on achievement using the material they are given in order to stay out of trouble. Another group finds creative ways to cautiously expose the students to the Arab narrative. The third group faces the challenge head on, presenting the students with the Palestinian narrative in addition to the Jewish Zionist one. [ABSTRACT FROM AUTHOR]

This paper addresses the question of what role the historical discipline might play in informing the selection of substantive knowledge for school history curricula. In the process, it seeks to clarify the usefulness and limitations of Young's social realist theory of powerful knowledge in the case of school history. The paper proposes that assessing the potential of the historical discipline for informing substantive knowledge selection in school history requires a more thorough account of the historical discipline's horizontal knowledge structure. Having attempted such an account, it is argued that while the historical discipline offers no consensus on exactly what substantive knowledge to teach, it does offer resources for tackling political and ethical questions inherent in substantive knowledge selection in school history. This is exemplified through the case of environmental history. The paper concludes that realizing the potential of the historical discipline to contribute to questions of substantive knowledge selection in school history requires that history educators move beyond theorizing the distinction between vertical and horizontal discourses, central to Young's theory of powerful knowledge, and, drawing on Bernstein, consider the historical discipline's particular horizontal knowledge structure and its dialogic, often critical, entanglement with horizontal discourses. [ABSTRACT FROM AUTHOR]

World history curriculum in the United States is Eurocentric. By downplaying contributions from non-Western societies, state standards of world history in the modern era create a narrative of the West as a driver of progress and Europe as the primary protagonist of global events. Research further shows social studies teachers rely on such state standards in developing their curriculum. Utilizing the concept of curricular instructional gatekeeping as a framework, I argue it is important for world history teachers to consider what global content and narratives they allow students access to and think of ways they can make their curriculum more inclusive. I present a lesson I conducted with pre-service teachers as an example that preparation programs and/or in-service providers may utilize to assist teachers in developing a more global world history curriculum. [ABSTRACT FROM AUTHOR]

The article evaluates whether the new curriculum developed by history faculty at Rollins College in Florida helps students to effectively learn important history skills. Topics include an investigation by American historian Claire Strom into whether students' acquisition of primary source literacy skills is facilitated by the iterative pedagogy of 200-level classes, the reason for the revision of the curriculum in 2014, and the types of 300-level courses that resulted from the revision.

The article examines the ways in which history of higher education (HE) instructors worked through the lens of social justice to make history relevant for graduate students outside of the history discipline using data from a survey of HE and student affairs (HESA) programs in the U.S. Topics include the number of HESA programs in the U.S., the importance of the strong social justice emphasis within HESA programs to HE history, and the principles of social justice education (SJE) pedagogy.

The article outlines important concepts that should guide history teachers in reorganization of their curriculum around movements and how these can help students develop a stronger understanding of the past. Topics include the need for teachers to emphasize the role of people organized in movements and collective action in the past and present, the importance of illuminating the role of intersectionality in movements for justice and the significance of the role of community and school context.

It aims to identify the teaching knowledge and typologies of historical awareness present in the narratives constructed by History teachers, working in Basic Education, having as a reference the construction of the epistemology of professional practice defined by Tardif (2000) as the study of the set of knowledge used by professionals in your workspace to perform all your tasks. It is theoretically based on Tardif and Lessard's (2012) conceptions of teaching knowledge and Rüsen's (2007) historical awareness. We support the theoretical contribution of Cultural History and the research methodology of Oral History in Bom Meihy (1996) and Alberti (2013) by enabling the elaboration of records and documenting experiences, knowledge and practices of people regarding their experiences. We can infer that the way they worked in the classroom created the possibility of a teaching that aims to form historical awareness to act in the world, to be able to act and transform it. [ABSTRACT FROM AUTHOR]

The history, people, and culture of many African nations have been written, projected, and interpreted in different ways. The contents and variability in the early accounts about African nations, which were based largely on external viewpoints and interests which barely represented the realities in Africa, created confusions about African historiography and affected how Africans, their cultures, and histories were perceived in Western cultures. Drawing on the literature on African historiography, this paper examines Ghanaian History teachers' perspectives of historically significant events in Ghana's past, and how these perspectives translate into classroom practice. Findings demonstrate teachers' consciousness and belief in traditional African cultural practices and the unique modes of preserving and doing African history. The paper makes a case for how African historiography and History education should look different to those conducted in Western contexts. [ABSTRACT FROM AUTHOR]

Historical significance is one of the most fundamental and inescapable aspects of history and history education. History teachers make countless decisions about the historical significance of events in their daily practice, but little research has focused on the criteria that history teachers use to decide which events in Canadian history are historically significant, the events in Canadian history teachers rate as most historically significant, and the demographic factors that influence their historical significance ratings. This article focuses on the results of a survey in which English- and French-speaking teachers currently teaching Canadian history in a Canadian K–12 school, Collège d'enseignement general et professionnel (in Quebec), or college or university (n = 270) rated the historical significance of one hundred events in Canadian history, selected three factors that most influenced their ratings, and answered various demographic questions. The results suggest that teachers utilize historical and educational criteria to assess the historical significance of events, that their historical significance ratings were temporally and theoretically diverse, and that demographic factors have more influence on their historical significance ratings than the intellectual criteria they identified. [ABSTRACT FROM AUTHOR]

This paper aims to introduce the recent reform in history education across high schools and universities in Japan. Japanese education, including university history majors and teacher credential programs, has for long focused on in-depth training in narrow empirical studies, while basic theories and concepts, ones positioned across the entire spectrum of academic knowledge of history and historical research, are seldom taught systematically. This tendency, combined with other social and economic conditions and cultural values, has resulted in a secondary education history syllabus that emphasizes memorizing factual knowledge without necessary reflection on what historians articulate and deliberate over. To help researchers and teachers in history replace such a conformist form of education with competence-oriented active learning of history as a subject, Osaka-based historians, collaborating nationwide with researchers and teachers, have proposed several glossaries, commentaries, and novel exercises for understanding history and historical research and conceptualizing factual knowledge so as to provide necessary clarifications, discussions, and judgments. Thus, new textbooks written from the perspective of global history are expected to be well understood and taught in classrooms. [ABSTRACT FROM AUTHOR]

An introduction is presented to a series of articles that focus on how to teach American history in alternative spaces.

This article presents an essay written by historian Gary G. Gibbs on the topic of teaching a survey course in the history of nation building and nationalism in South Asia. He offers advice to history teachers on educational strategies and methods, including classroom discussions and the use of audiovisual materials.

This article presents information on the 2018 meeting of the American Historical Association on the topics of race, ethnicity, and nationalism. The authors comment on the panels at the conference, which featured historians and authors offering advice on teaching strategies for early modern history education.

The standard response of any historian in almost every case is: it's not that simple. The challenge, of course, is the tension between exploring questions to their full complexity and ambiguity on the one hand and the fact that we know that you [teachers] only have one period ... and have a lot of things to cover. That's a really hard thing to reconcile. [ABSTRACT FROM AUTHOR]

'Intercultural understanding' (ICU) and its core concept 'interculturality', was introduced in the new national curriculum, implemented across Australia from 2013 (Australian Curriculum, ACARA. [2013]. Australian curriculum V.60. Retrieved from ). This paper draws on a study conducted in Victoria, Australia, which asked: how history teachers conceptualise interculturality for history teaching and learning? The study used two methods to gather data: textual analysis and focus group interviews. This paper only reports on specific findings from the focus group interviews, analysed through a methodology of crystallisation and discourse analysis, framed by four modes of historical thinking; traditional, exemplary, critical and transformative. The paper argues that interculturality is a significant challenge to history education often located in discourses constructed over time which disrupt how things have always been taught. By analysing the teachers' talk through a lens whereby the construction of language reveals the educational problematic, the research looks for a way in for interculturality into history teaching and learning. [ABSTRACT FROM AUTHOR]

The article focuses on how expert knowledge and democratic practice can be utilized within history education. Topics include the relationship between electoral politics and grassroots movements, Chicana/o studies frameworks, and do-it-yourself underground publications know as "zines."

The article explores how to teach about the U.S. presidency of Donald J. Trump within history classrooms. Topics include the importance of fact-based history teaching and bias, a comparison to teaching about the Vietnam war, and ideas about teaching recent history.

The article focuses on an apprenticeship approach to teaching narrative complexity within history education. The author explains that this approach includes historical thinking and how it relates to democracy, the importance of disciplinary tool building, and the ways in which U.S. history narratives can be used as weapons.

Since China issued its "one guideline, various versions of textbooks" policy in the mid-1980s, several versions of moral education textbooks have been used in grades 1–9 and more than one version in grades 10–12. Recently, China has attempted to tighten its control over textbooks and reinstate its previous "one guideline, one textbook" policy in three subjects: history, Chinese language, and moral education. This study, based on data collected from interviews, observation, and document analyses involving nine textbook authors, six reviewers, and 27 school teachers, analyzes the complexity and dynamics in textbook-teacher interaction in a controlled context in moral education in China. [ABSTRACT FROM AUTHOR]

While the literature on the history of history education in Israel is vast, little has been written about it from teachers' perspectives. This article focuses on teachers' motivation for teaching history and explores what formed the ways in which they understood their profession in the 1970s and 1980s, a period of great social and political change in Israel. By focusing on history teachers' reaction to the Yom Kippur War (1973) and the Israeli–Palestinian conflict, to the introduction of a new history curriculum (1975) and to the diversification of the Israeli society, the article shows that, in a rapidly changing world, these teachers saw themselves first and foremost as the ones in charge of maintaining unbroken links between their students and their national past. This often put history teachers in conflict with their professional surroundings, giving rise to heated arguments over the question: what should be the purpose of history education? [ABSTRACT FROM AUTHOR]

History teaching is often seen as essential to the project of nation-building and construction of national identity. Despite the rise of disciplinary approach, national master narratives and nationalist history teaching remain predominant in many countries. While most of the extant research were done on large nation-states, this study is focused on a refugee community. By employing qualitative thematic analysis of interviews conducted with fifteen teachers, it investigates Tibetan teachers' perceptions on the goals of teaching social studies and history in the Tibetan refugee schools in India. It argues that, for Tibetan refugees, who are engaged in a nationalist struggle for freedom and whose identity is threatened by displacement, history is perceived as pivotal to the construction of their ethno-national identity and the nationalist struggle. [ABSTRACT FROM AUTHOR]

This case study reports on a history teacher in a multicultural classroom in the Netherlands who is confronted with students' conflicting perspectives on a sensitive topic, namely the Holocaust. We have used Dialogical Self Theory in combination with the historical multiperspectivity framework to make sense of the teacher's considerations and instructional responses. Informed by interactions between three inner-voices (i.e. history teacher, caring teacher, and political citizen) and two inner-other voices (i.e. Jews as victims and 'the resistant boys'), the teacher switches from a temporal focus on the past to a temporal focus on the present. The epistemic, epistemological, and moral consequences of this temporal switching are discussed. [ABSTRACT FROM AUTHOR]

The article focuses on reimagining writing in history courses. The authors discuss their experiences teaching history, examine the importance of writing in history education, and explore how creative writing can benefit students in composition and historical analysis.

Epistemic beliefs about history can influence the way educators address this discipline with their students. This mixed-methods study establishes a comparison between three groups: secondary education, and both second-year and third-year primary education social studies pre-service teachers. Using a sample of 430 participants, the Beliefs About History Questionnaire (BHQ) was applied to quantitatively assess the level of agreement with three stances (copier, borrower, and criterialist) and the consistency of the answers. Responses were also codified and qualitatively examined. While all groups favored a criterialist stance, secondary education pre-service teachers showed more nuanced and consistent visions than their primary education counterparts. A discussion is presented on the role of initial teacher training and on the characterization of epistemic cognition in history. [ABSTRACT FROM AUTHOR]

In the context of legacies of mass violence and political oppression during the recent past in the Western Balkans (Albania, Bosnia and Herzegovina, Kosovo, North Macedonia, Montenegro and Serbia), history teaching is seen as an important factor in building sustainable peace and democracy. Caught between various national and international policy actors, history teaching has been subject to frequently overlapping and inconsistent reforms. Despite prolific research on history education in the Western Balkans teachers' experiences of history education and its transformation have largely remained unexamined. This paper explores history teachers' perceptions of and approaches to the topics they find difficult to teach. The paper draws on data gathered through an online survey that yielded 793 responses from history teachers and 14 regional history education expert interviews. The results show which topics teachers consider difficult to teach in six Western Balkan countries, and how certain individual characteristics (e.g. religiousness and level of education) and school characteristics (e.g. urban or rural and a monocultural or multicultural environment) link to the roles teachers assume when teaching controversial topics. [ABSTRACT FROM AUTHOR]

The author discusses his history course on "the history of future technology." He cites the essay "The Principles of Communism," by 19th century philosophers Friedrich Engels and Karl Marx, explores the notion of technofuturism, and examines the relationships between past, present, and the imagined future.

The paper examines the concept of instrumentalisation of history in today's Ukraine from the perspective of experts in history from Kiev, Southern and Eastern Ukraine. Based on interviews with historians, this instrumentalisation is described as a resource that is used by different actors and entities and cannot exclusively be attributed to the ultra-nationalist camp.Instrumentalisation is interpreted as a rather natural process. The following actors applying instrumentalisation were mentioned: individuals, families, NGOs/civil society, teachers, media, cinema/literature/art producers, academic historians, social movements, all political forces/parties, the Ukrainian Institute of National Memory, presidents, any group that has its own identity. The goals of instrumentalisation can vary from identity processes to trauma healing and prevention of violence and war. Inclusiveness of the regional and ethnic memories in the experience of history teachers is analysed as an example of non-nationalistic construction of a national narrative. Three indicators for the inclusiveness of a narrative in formal history education are proposed: the search for a common narrative and for including the memory of the ethnic "Other" into "our" memory," the recognition of regional history in the national narrative, the practical realisation of inclusiveness in the form of interregional exchange of memory.It was revealed that there is space for an inclusive narrative of ethnic memories, but the usage of it depends on several factors: the teacher's character, the access to historical sources, the possibility of cooperation with other institutions, such as NGOs, academia, museums, ethnic communities, etc. [ABSTRACT FROM AUTHOR]

The author discusses various challenges for teachers in teaching the Paleolithic era, particularly when ongoing discoveries change previously held conclusions and perspectives at a relatively high rate. The article examines research about the Upper Paleolithic era, world history scholarship, and U.S. curriculum regarding the Paleolithic era.

The article discusses various aspects of disciplinary literacy, also referred to as historical literacy, within world history, and how such literacy informs a particular approach to K-12 history education. It attempts to define world historical literacy and how world history teachers must define the parameters for becoming literate in world history.

Modern historical research challenges religious education by undermining the arguments in favour of the existence of a supreme power who is responsible for patterns of reality. This article explores how the new generation of history textbooks of Religious Zionism, one of Israel's ideologically most influential populations, cope with this dilemma. Two international models of faith-based history teaching that we characterize the 'national-religious' and the 'divine', analyse the novelty and singularity of these textbooks. The analysis reveals that the new Religious-Zionist textbooks surmount the gap between faith in divine responsibility for human events and professional research and analysis of these events by creating a hybrid learning process that has two parallel interpretive dimensions. The first presents a historical process that remains formally true to the principles of reason and the discipline, although segueing to tendentious content at sensitive junctions. The second explores a metahistorical dimension in which these principles are bracketed with and subjugated to a theological, metaphysical, interpretation of history. The findings concerning both the two international models and the unique historiosophical stance of the Religious-Zionist textbooks provide fertile soil for future research on faith-based history teaching in a variety of theological, political, and social contexts and circumstances. [ABSTRACT FROM AUTHOR]

The article discusses a study that explored the day-to-day instructional choices of one history teacher in a Catholic school setting and how such choices relate to the purpose of Catholic identity. It describes potential reasons for the frequent calls by educators and researchers to examine the Catholicity of schools, as well as proposed characteristics of Catholicism. It examines the implications of the results for the role of Catholic identity in teaching and learning history.

In spite of the importance of the topic, there are few comparative studies of the aims of history teaching, even in Europe. Domain-specific epistemic beliefs are relevant for understanding the teaching and learning of history and the development of deliberative thought. We studied epistemic beliefs in the context of the general aims of history teaching. The respondents were 633 history teachers from ten countries (Austria, Belarus, Estonia, Finland, France, Germany, Italy, Israel, the Netherlands and Serbia) who rated the importance of 12 specified teaching aims and responded to four claims regarding epistemic beliefs. Three meaningful clusters of teaching aims were identified: critical thinking and development; moral virtues and patriotism; and historical consciousness. History teachers in ten countries were classified within these clusters. There were significant differences among the clusters in terms of the three epistemic beliefs. The results are discussed in the contexts of the countries studied. [ABSTRACT FROM AUTHOR]

This study analysed questionnaire responses from 309 history teachers who come from nine European countries and Israel. The open-ended questions explored their experiences of teaching Sensitive historical Issues (SI) from joint social psychological and history didactics perspectives. First data was analysed hermeneutically, it was then interpreted using a heuristic framework to analyse these teachers' beliefs about SI. Three themes of shared patterns were identified in teachers' answers: the choice of teaching SIs, pupils' emotional reactions, and teaching strategies. Focusing on the in-depth analyses of comments about teaching strategies, 29 representative quotes were identified illustrating the teachers' decisions to teach SIs, teachers' pupil orientation reflecting pupils' emotional reactions, and teachers' orientations towards pupils' learning. [ABSTRACT FROM AUTHOR]

In this paper, we analyse the Second World War (WW2) and the Holocaust as genocide during WW2 as sensitive topics in history teaching as perceived by 719 teachers from Austria, Belarus, Estonia, Finland, France, Germany, Israel, Italy, Serbia and the Netherlands. Using the thematic content analysis of open answers to an online questionnaire we explore the reasons for the sensitivity of these topics. The reasons for sensitivity were found to lie in cognitive and emotional barriers to treating the atrocities, violence and discrepancies between different perspectives on WW2 of social memory groups. A relatively new dimension, confirmed by the research, is the problem of the aestheticisation of the violent past. This can lead to banalisation and even legitimisation of the violence and aspects of the violence that pupils perceive to be fascinating. The results are discussed in the framework of multi-layered collective memory. [ABSTRACT FROM AUTHOR]

This study explores the silencing and voicing of sensitive topics in history education from a cross-national and multilevel perspective. In this mixed-method study, we undertook a quantitative analysis of a 'teaching sensitive issues' questionnaire and qualitative analyses of history curricula and teachers' verbal responses. The findings show that most respondents were aware of societal and self-silencing but were also committed to voicing and giving a voice to pupils. Focusing on the issues found to be most sensitive - immigration and Islam - in Germany, Austria, France, Italy, the Netherlands and Israel, the analysis of national curricula indicates a climate of 'voicing' rather than silencing. Analysis of teachers' responses showed strong awareness of the relationship between the sensitivity of the history of immigration and that of Islam and the relationship between pupil diversity and self-silencing on these issues. It appears that, in some cases, apprehension of pupils' voices led teachers to self-silence. [ABSTRACT FROM AUTHOR]

Teachers of history will sooner or later encounter issues that are met with disbelief, protest, or feelings of discomfort by the pupils. This special issue aims to contribute to the field of research into teaching sensitive and controversial issues in history by integrating historical, educational and socio-psychological perspectives and theories. Using qualitative and quantitative methods, an interdisciplinary group of scholars studied history teachers' perceptions regarding sensitive issues in their teaching in their respective countries: Austria, Belarus, Estonia, Finland, France, Germany, Israel, Italy, the Netherlands and Serbia. Through cross-country analysis and in depth study of specific cases, it provides insights into the particular issues that are considered sensitive and the many factors at play, such as the individual teacher (his/her skills, knowledge, beliefs and identity conception), the local classroom composition, the national curriculum and national policies. [ABSTRACT FROM AUTHOR]

This study focuses on a successful Professional Development Program for improving students’ understanding of historical time, consisting of a training and the implementation of Timewise, a teaching approach in which timelines were used consistently. The PDP was carried out with 16 elementary school teachers in grades 2 (ages 7-8) and 5 (ages 10-11). Results indicate that the highest student learning gains were reached by teachers who successfully implemented the instructional behavior aimed at, while using educative curriculum materials. The clear structure of Timewise and the user-friendly materials, which included room for autonomy, supported teachers in their learning and teaching. [ABSTRACT FROM AUTHOR]

The author reflects on her experience teaching present-day students about life under totalitarianism. Forty years of Communism is a long time; attitudes and opinions matured and shifted -- even (if we examine Havel's essay) those of his greengrocer. And what should be the focus of the teaching: the terror, the heroism, or the everyday business of living? How can one convey the different levels and subtleties of a world that history presents in black and white? The past could disappear in a hazy memory, but young people, once provoked, ask direct and practical questions that do connect the past to the present. [ABSTRACT FROM AUTHOR]

This article examines and offers insights to a year of Socratic circles in the context of a world history classroom. Grounding this practice in relevant research before offering examples from the classroom and providing advice to practitioners, this discussion strategy offers an antidote to the often divisive and destructive examples of interaction in our society, and is a salve to the paucity of true dialogue available to students in the context of a school day. Students benefited by asking better questions, using evidence to support their opinions and arguments, reading more carefully and with a greater sense of purpose, and connecting the past to the present, ultimately gaining perspective on the interplay between ancient times and today. [ABSTRACT FROM AUTHOR]

This article aims to analyse Polish history teachers’ understanding of the role of teaching history. Drawing on the results of qualitative research conducted in Wroclaw, we argue that teachers see history education through the prism of nationalism. Teachers construct the past in equivocally nationalist terms. They regard nationalist representations of the past as taken for granted. Moreover, teachers reproduce a dominant nationalist discourse by using history to promote the idea of the homogeneous nation. We argue that teachers see their role primarily in terms of imposing the dominant structures of collective memory on the pupils. We also discuss the differences between teachers pertaining to the understanding of the concept of the nation, the way of teaching Polish history and the type of obligation towards the nation. We also demonstrate that teachers do not see a contradiction between history defined as an objective science and history understood as a ‘nationalising’ tool. [ABSTRACT FROM PUBLISHER]

The article presents an essay on the influence of the Amherst Project, the publication of 70 pamphlets of primary sources for 11th grade U.S. history and teacher training materials in the 1960s. The author cites the impact of national education reports in the 1890s, progressive thinking in the 1920s, and support for discussion of primary sources in the 1960s on history education.

This paper studies the teacher perceived applicability of historical topics for interpretational history teaching and the criteria teachers use to evaluate this applicability. For this study, 15 expert history teachers in the Netherlands striving for interpretational history teaching were purposefully selected. Teachers were asked to mention historical topics using a ranking task technique to rank topics in order of applicability and to elaborate on how the topics were ranked. The results showed a large variation in perceived applicability among topics, both within and between teachers. Eight different topicapplicability criteria were discerned in the teachers' elaborations: (1) topic knowledge; (2) topic affinity; (3) topic constructedness; (4) topic deconstructability; (5) topic abstractedness; (6) topic sensitivity; (7) topic materials; and (8) topic inclusion in the history curriculum. We found that teachers tended to judge topics as applicable for interpretational history teaching partly depending on the degree of 'canonised interpretativity' in lesson materials and the curriculum, and to the degree to which they belonged to 'cold' (morally neutral) or 'hot' (morally sensitive) history. A theoretical implication of the findings is that interpretational history teaching is topic-dependent. Teachers can be supported to teach history as interpretation by structured pedagogies. [ABSTRACT FROM AUTHOR]

This paper explores the challenges for teachers in positioning them as independent curriculum makers. History teachers in New Zealand have recently entered uncharted territory with the abandonment of prescribed topics for history and a new-found authority to determine the selection of historical knowledge taught to their senior secondary students. This paper examines the complex nature of the teacher's new role and responsibilities and argues that curriculum achievement objectives and national assessment places significant constraints upon teachers' selections of historical knowledge. There is the potential for substantive historical knowledge to be downplayed in favour of procedural knowledge and the potential for assessment drivers to dominate or distort selection of knowledge for history. Local curriculum making places a heavy burden of responsibility upon teachers with implications for students' access to powerful historical knowledge. [ABSTRACT FROM AUTHOR]

In 1954, Hugh Stretton took charge of a threadbare history department at the University of Adelaide. By the end of his tenure as department chair in 1966, staff numbers had increased fivefold and the department was recognised as one of the best of its kind in Australia. Stretton wanted his department to 'teach history interestingly', which was his overriding criterion in making new appointments. He also ran a democratic department that went against prevailing notions of 'God-Professor' departmental governance. As well as highlighting the singular features of the Adelaide department, the present paper places the growth and the character of 'The House that Hugh Built' within wider Australian and global contexts. The 'Stretton era' straddled a period of rapid expansion of the university sector both locally and internationally, which entailed a move from a generalist to a more specialised curriculum, with a greater emphasis on research and publication, and a less male-dominated faculty. [ABSTRACT FROM AUTHOR]

This study is a qualitative case study aimed at revealing the roles of high school history teachers on university students' attitudes towards history courses. The study group consists of 30 teacher candidates studying in the department of social sciences and mathematics teaching of a faculty of education at a university in the Western Black Sea. The study group has been formed using the purposeful sampling method and a semi-structured interview form has been used to collect data. Interviews have been recorded and written down as text, and then the data was analyzed using the content-analysis method. At the end of the study, teachers are understood to have an important role in students' eagerness for history classes during their high school years. In particular, the methods and techniques that a teacher use during the course and, partially, the teacher's personality directly influence students' like/dislike of history lessons. This impression, which students gain in high school, affects their attitudes and interests regarding history lessons in the following years. According to these results, one can suggest that history teachers need training that increases awareness of their role in history teaching, alongside their methodology and knowledge regarding the field. [ABSTRACT FROM AUTHOR]

‘Historical thinking’ has a central role in the theory and practice of history education. At a minimum, history educators must work with a model of historical thinking if they are to formulate potential progression in students’ advance through a school history curriculum, test that progression empirically, and shape instructional experiences in order to maximize that progression. Where do they look, and where should they look, in order to construct such models? Over the past several decades, three major strands have developed, one based in the empirically minded and instruction-oriented British Schools Council History Project, a second through the more philosophically oriented German field of history didactics and historical consciousness, and a third in the US. All three had roots in the historiography and philosophy of their own national traditions. Canadian history educators have been working with a pragmatic hybrid defined around six ‘historical thinking concepts.’ While this model has both been highly influential in the reform of Canadian history curricula and prompted adaptations elsewhere, there has been only minimal theoretical discussion exploring the relationship of these concepts to each other or to the three traditions which helped to shape them. This article is a contribution towards filling that gap. [ABSTRACT FROM PUBLISHER]

Losing his job as a history teacher causes the narrator and protagonist of Graham Swift's Waterland(1983) to reflect on the past and chronicle the death of a local boy during his teenage years. In doing so, Tom Crick also offers what seems to be a redeeming account of his paternal family's role in the Fens, the land dominated over the centuries by his maternal ancestors, the Atkinsons. In telling their story, however, he exercises the same exclusion that once relegated the Cricks to the historical periphery. Self-appointed family chronicler, Crick imposes narrative representation as the only way to exert one's historical agency. Yet his half-brother Dick's suicide, which emerges as an impenetrable silence, brings the account to an abrupt end, revealing the representational inadequacy of Crick's project of historical restoration while, ironically, inaugurating a new horizon of possibility for the narrator's life. [ABSTRACT FROM AUTHOR]