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This paper analyzes the conceptions of Ibero-American secondary school teachers about the role of history teaching in creating collective identities, and how heritage can impact history classes. We applied a peer validated questionnaire to 283 history teachers from seven countries, analyzing their answers using a deductive-inductive method supported by IBM SSPS software (version 23). The analysis reveal that heritage continues to have little presence in lessons, mostly used as an example of historical narratives that highlight the national identity over others.

Copyright of Revue des Sciences de l'Education is the property of Revue des Sciences de l'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 Journal of the Canadian Association for Curriculum Studies is the property of Journal of the Canadian Association for Curriculum Studies 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.)

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

After the 1991 separatist region of Transnistria developed its own education system, provided with normative acts, including curriculum and textbooks. History education is part of the official discourse and focuses on Transnistrian interests. In many cases, textbooks are based on Soviet historiography, and Western neighbors are treated as enemies. The author of the present article analyzes, in particular, Chapter IX of the textbook for the ninth grade, which deals with the formation of the separatist republic and the Dniester War of 1992, which is described by the authors of the textbook as “Moldova’s military aggression against the Transnistrian people.” The facts presented in this textbook are unilateral, trying to demonstrate the “aggression of Moldova” on the districts on the left bank of the Dniester. Although, at the end of the topic, the authors consider that this military conflict was “a bloody war”, they insist more on the “sufferings, losses and victims” of the inhabitants of this region. There is a total lack of critical, comparative, and balanced approach to these sensitive events for the recent history of the Republic of Moldova. The discourse is aggressive and hateful, which is not acceptable, it is against international conventions and agreements between the representatives of the warring parties. The main problem in relations between Chisinau and Tiraspol is the lack of effective communication. But education should be one of the most important tools in conflict resolution.

This article provides an in-depth analysis and discussion of the global-historical theory of the so-called Rise of the West during the Early Modern Age and the commonly named Age of Discovery. This theory is covered from the point of view of history education in order to question and provide a criticial examination of the framework. On the one hand, the controversial state of research of the topic is outlined, focusing on the main theoretical debates and some of the most noteworthy ideas under discussion. On the other hand, a discussion is also provided regarding some of the special requirements and essential conditions for an implementation of the idea of the Rise of the West in the curriculum. These notions are linked to both the traditional and current narratives that can be found in the German and Spanish national contexts. From this point of view, the politics of history of both nations are outlined, and, in addition, in order to provide some exemplifications, a selection of history textbooks from previous decades have been also examined in order to analyze the way some of the narratives and these themes are presented. A series of categories, including historical myths, and the Rise of the West as a special category, as well as its institutional dimensions are also discussed in order to showcase the potential of the theory and some of the shortcomings that were detected from the perspective of history education.

Some education practices can impede learning democratic citizenship agency by reinforcing injustices or omitting dis­senting perspectives. Other practices may help address con­flict issues through problem-posing inquiry activities. This literature review explores the ways social sciences’ curriculum practices can select knowledges that enhance peace or exa­cerbates violence. Considering peace and conflict theories, I highlight the limitations and possibilities for peacebuilding of Colombia’s citizenship and social sciences’ curricula. Also, I discuss the ways certain social studies curriculum decisions (selections and omissions) may reproduce violence, injustice and passivity. Finally, I discuss how certain practices may de­velop critical citizenship capacities to handle conflicts.

Copyright of Revue des Sciences de l'Education is the property of Revue des Sciences de l'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.)

Hızlı teknolojik gelişmelerle birlikte hızlı bir değişimin yaşandığı günümüzde değerler eğitimine daha da ihtiyaç duyulmaktadır. İyi bir değer eğitimi almamış bireyler ailelerine, çevrelerine ve insanlığa zararlı davranışlarda bulunabilmektedir. Değer eğitimi ailede kazandırılmaya başlayıp, çevre ve okul yaşantısı ile devam etmektedir. Değer eğitimi yaşam boyu devam etmesine rağmen okul planlı bir eğitimin verilmesi sebebiyle değer eğitiminde önemli bir yere sahiptir. Okuldaki derslerden biri olan tarih dersleri değer eğitiminin verilebileceği önemli derslerden biridir. Tarih eğitiminin amaçları içerisinde değer eğitimi, her dönemde yerini korumuş ve tarih değer eğitiminde önemli bir araç olarak görülmüştür. Günümüzde ise gerek dünyada gerekse ülkemizde tarih derslerinde değer eğitimine daha büyük bir önem verilmektedir. Ülkemizde yenilenen ortaöğretim tarih programlarını incelediğimizde değer eğitimine ayrı bir önem verildiği açıkça görülmektedir. Son yıllarda tarih eğitiminde görsel araçların kullanımı çabaları artmasına rağmen yine de yeterince kullanılmadığı bilinmektedir. Bu görsel araçlardan biri de tarihi filmlerdir. Tarihi filmler değer eğitimi için önemli bir kaynaktır. Tarihi filmlerin öğrenciler üzerinde önemli etkileri olmaktadır. Öğrencilere tarihi filmlerle değer eğitiminin kazandırılmasının öğrenciler üzerinde bırakacağı olumlu etkilerin göz ardı edilmemesi ve değer eğitiminde işlevsel olarak kullanılması önem arz etmektedir. Bu bakımdan tarih eğitiminde değer eğitimi kazandırılmasında tarihi filmlerin kullanılması son derece önemlidir. Bu çalışmanın amacı tarih eğitimi ve değerler ilişkisi üzerinde durmak ve ortaöğretimde tarihi filmler ile öğrencilere değer eğitiminin nasıl verilebileceğini ortaya koymaktır.

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study 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.)

An interview with author Claire Lesage is presented. When asked about when she decided to become a writer, she states that from her school time she was interested in literature and history. She also comments on manuscripts, her first job at the National Library and manuscript for British National Formulary (BnF).

Le présent article est une étude empirique portant sur les pratiques didactiques de trente enseignants d'histoire de 5e année secondaire des écoles de la sous-province éducationnelle de Ngaliema, dans la ville de Kinshasa. Le Schéma Didactique d'Analyse (SDAL) d'une leçon de Ngongo Disashi a été utilisé comme instrument d'observation, en vue d'analyser les interactions verbales entre les enseignants et les apprenants d'une part, et les apprenants entre eux, d'autre part. Les résultats obtenus après l'analyse des données récoltées ont révélé que la quasi-totalité des professeurs d'histoire (99 %) recouraient à la pédagogie frontale en pratiquant l'exposé magistral tandis que la participation des apprenants demeurait très faible (35,83 %). Pour remédier à la situation observée, l'introduction d'une série des pratiques innovantes dans le processus enseignement-apprentissageévaluation de l'ingénierie didactique de l'histoire est préconisée. Les paradigmes didactiques centrés sur les apprenants, l'intégration des outils numériques, l'usage du matériel didactique d'histoire adapté, la formation initiale rénovée des enseignants, etc., sont recommandés. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Kanada-Studien is the property of Gesellschaft fuer Kanada Studien e.V. 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.)

Review on two books - Asociația Europeană a Profesorilor de Istorie EUROCLIO, La intersecția culturilor. Țările regiunii Marii Negre și schimbările politice din sec. XIX-XX, 2015

Review on book - Adrian DOLGHI, Istorie și politică în communism (1917-1965). Cazul R(A)SS Moldovenești (1917-1965), Monografii ANTIM XV, Chișinău: Pontos, 2016

The article reports on the teaching of history and the future. It describes how the methods of history are more important than its facts and stories in a post-reality society, alternative facts and false news. As part of this study, the Association for Canadian Studies (ACS) focused on the impact of technology on the teaching and learning of history. It also examines how is the modern technological landscape, from the Internet to mobile devices, to search engines, social media, and so on, encourage educators to question the best way to share key information with citizens.

The article reports on the impact of technological change on the historical archives. Since 1996, organizations like the Internet Archive documented the history of the Web and the digital identity. They were joined by most libraries, universities and other national cultural organizations. The series of public photographs that one shares on Instagram are now part of the cultural heritage that historians must take into account. Historians have long been closely associated with documentary records and this relationship is radically changing in the digital age.

The article reports on the relationship among technology, memory and knowledge of history. It is said that there is an important link between knowledge acquisition, memory and learning. Learning involves acquiring new knowledge and/or skills, while memory is the means by which information is coded, consolidated and retrieved. Humans store some information in their brain to retain them in the long term without which it is likely that this information is not learned. Hence there's a close links between memorizing and learning a subject.

The article reports on sharing the history of a country in the digital era. In the 1980s, philanthropist Charles Bronfman was concerned that young Canadians did not have sufficient knowledge and appreciation of their country: He said that no society can be deserving if it does not have heroines, heroes and myths. In 1991, he financed and helped to create one of the first products of the encounter between technology and history: the Heritage Minutes. The 60-second vignettes telling the story of people and events that have shaped the development of Canada have helped to create well-known slogans.

Copyright of Revue des Sciences de l'Education is the property of Revue des Sciences de l'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 Revista HISTEDBR on-line is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos 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 Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study 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 Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study 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.)

By 2016, all schools across Australia will have transitioned from state-based to national curricula. Given the current dynamic period of curriculum change that schools are undergoing, there is a need to investigate how this change is implemented by and impacts on teachers. This research investigates the implementation of Australian History and Geography curriculum initiatives by a junior secondary school department (Years 7-10) in North Queensland. It systematically and critically reviews the Australian curriculum implementation processes and outcomes, within one Social Science department, through a case study methodology (Koshy, 2010; Yin, 2003). Actor Network Theory (ANT) (Fenwick & Edwards, 2010) will be utilised as the theoretical framework for this research. The Actor Network theoretical framework will identify the actors (including lead researcher, teachers, administrators and objects such as Curriculum into the Classroom (C2C) materials) in the curriculum translation network and how the interactions between them shape the network and its processes. This article explores the historical context of curriculum change, maps the network of History curriculum actors and then details some of the implications that have emerged such as redefining the place of the History and Geography disciplines, the place of particular actors and the enabling and constraining factors in actors’ engagement and agency during the implementation. Researcher observations, interview and survey data provide insights into the ways in which teachers shape their own professional practices in response to curriculum change.

This section presents abstracts of articles about the book "Le capital au XXIe siècle" ("Capital in the Twenty-First Century"), by Thomas Piketty, government policy on the teaching of history in France, and the training of primary and secondary school history teachers in France.

This article examines the relationship between historical research at universities and research centers in France and the teaching of history in primary and secondary schools. It reflects on the historical profession and describes historical research as constantly in construction. The article also discusses debates about the teaching of history and geography in France since the 1930s. It mentions government policy on primary and secondary education including the establishment of reforms in 2013 at French universities concerning professional teacher training programs.

Copyright of Annales: Histoire, Sciences Sociales is the property of Cambridge University Press 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 Annales: Histoire, Sciences Sociales is the property of Cambridge University Press 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 Annales: Histoire, Sciences Sociales is the property of Cambridge University Press 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 Annales: Histoire, Sciences Sociales is the property of Cambridge University Press 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 Annales: Histoire, Sciences Sociales is the property of Cambridge University Press 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.)