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How self-evident is a colonial rationality today? This paper begins by tracing a ‘text trajectory’ about nineteenth century imperialism and colonialism through several educational spaces: curricular guidelines, textbook, teachers’ reflections on history education, material discursive classroom interactions and pupils’ communication about the topic. In a first step, we observe how entrenched and common sensical a great-power discourse about imperialism and colonialism is in current educational practices. We suggest that pupils ‘hyperstate’ a discursive position on colonialism which appears shocking when stated explicitly, but which is already subtly entextualised in curricular and media discourse. However, in a second step, the analysis orients to the molecular lines and foldings, the unexpected intra-connections and unplanned ‘lines of flight’. In this way, the apparent stability of the colonial rationality begins to wobble (just slightly). The memory practices enacted by pupils, curricula, teachers, authors and the material affordances of textbooks repeat entrenched colonial hierarchies and racisms, ‘and also’ exceed any overly simple understanding of how colonial rationality plays out in contemporary discourse. [ABSTRACT FROM PUBLISHER]

The article presents information about a conference for historians that focused on the key components of a good quality history lesson. It was held from September 28, 2010 to October 1, 2010 in Berlin, Germany. Topics under discussion at the conference included a study on how children benefit from watching history videos during the lesson, a teacher's perspective on what a good history lesson should be like, as well as history lessons viewed through the perspective of a professional historian.

The article offers information on "Methoden, Inhalte und Techniken im Umgang mit Streitgeschichte," a conference that focused on various methods of teaching and studying the history of conflicts and wars. It took place in Lutherstadt Wittenberg, Germany from August 4-7, 2011. Papers presented at the conference discussed topics such as audio-visual methods for teaching history, information on the internet that is a useful historical source, and how to make learning history more interesting.

The article presents information about a conference held in Berlin, Germany from September 28, 2010 to October first, 2010. Topics under discussion at the conference included methods of history instruction, the creation of teaching plans for history classes, and various types of teaching competencies. The article also notes conference attendees' responses to the suggestions made by a focus group for history teachers.