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

Existing research on history education’s role in agendas of transitional justice is focused on societies undertaking regime change or rebuilding after extensive conflict and often centres disciplin...

Based on Systemic Functional Linguistics (SFL) informed genre theory, this paper investigates the interplay between narrative and analytical representations of the past in texts used for history-educational purposes. In this paper, it is argued that the role of narrative merits further attention in history genre descriptions. Thirteen history texts, selected from a lower secondary history-instructional unit about European colonization, are examined. The examination of stages, narrative elements, and the way historical significance is expressed in these texts arrives at a re-calibration of the historical recount genre suggesting four distinct historical recount types with different configurations of a narrative-analytical interplay. The findings have implications for our understanding of the role of narrative elements in history texts, and further for genre-based approaches to instruction that concern reading and writing history texts.

This article reports on the impact visits to community-based museums in a divided society, Northern Ireland, had on young people’s historical, political, and cultural understanding of the commemora...

In the last three decades, history education has focused overwhelmingly on inquiry. In teacher education, the recent turn to “Core Practices” or “High-Leverage Practices” (HLPs) has been applied to...

How can history pedagogy account for racialized experiences impacting historical thinking in the present? In contrast to a more universalized set of historical thinking skills, this article asserts...

Secondary education students do not usually perceive history as a subject connected with their lives, backgrounds and interests. At the same time, prospective and in-service teachers do not always ...

U.S. politics has been primarily focused on the exploration of presidential power. People have engaged in traditional Master Narratives with the examination of U.S. Presidents where their actions a...

Estella Lewis’s handbook for teachers, Teaching History in Secondary Schools, published in 1960, is examined to reflect upon the teaching of history in the UK during the postwar period, a text that...

There has been an important and growing body of work in recent years into the field of historical consciousness. Theorizations by scholars such as Jorn Rusen and Peter Seixas continue to refine the...

This mixed-methods study explored the factors secondary history teachers use to determine historical content for their classrooms and the degree of perceived control in decision-making. Through a s...

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, w...

History education has been instrumental in transmitting collective memories across generations while sustaining national traditions. Many nations use history education to instill national memories ...

‘Intercultural understanding’ (ICU) and its core concept ‘interculturality’, was introduced in the new national curriculum, implemented across Australia from 2013 (Australian Curriculum, ACARA. [20...

Tyson Retz’s Empathy and History is an ambitious and well-researched book, which sheds light on the complex origins and development of empathy in the discipline of history, history education and th...

In this study, I sought to understand the disciplinary nature of an expert third-grade teacher’s practice as she apprenticed students into ways of reading, analyzing, and employing historical evide...

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 nation...

In light of current tendencies, where appreciating plurality and uphold everyone’s equal value is being questioned from different directions, there is arguably a need to revive the ethical dimensio...

Based on a qualitative study of teachers, teacher educators and educational policy makers, this paper examines how political history is framed within national history curricula at primary level and...

This article charts the ways in which film has been included in history education over time and the research that has accompanied this. Through an analysis of historical development, current strand...

This article addresses the teaching of disability history, specifically concerning the historical figure of Franklin Delano Roosevelt (FDR). Drawing upon literature from multicultural education, di...

The article offers detailed reflections of two lecturers on the teaching of Social Sciences Education Honours modules in a multidisciplinary context at one university in South Africa. The reflectio...

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 educat...

As part of the Wiley Handbooks in Education series, The Wiley International Handbook of History Teaching and Learning, edited by Scott Metzger and Lauren McArthur Harris is a collection of 24 chapt...

The notion of historical thinking has in recent years become popular in research on history education, particularly so in North America, the UK and Australia. The aim of this paper is to discuss the cognitive competencies related to historical thinking, as expressed by some influential Canadian researchers, as an history educational notion from two aspects: what is historical thinking and what does it mean in an educational context, and what are the consequences of historical thinking for history education? Our discussion will focus on possible implications of this approach to history education regarding what should be taught in history classrooms and why. By focusing on the notion of historicity, we want to argue that while a focus on a more disciplinary approach to history education is welcome, we think that more attention should be given to what could qualify as a disciplinary approach. We further argue historical thinking and the history educational challenge should be understood as wider and more complex than what history education informed by historical thinking entails.

The main aim of this paper is to compare the opinions and perceptions of trainee teachers in Spain and the United Kingdom on the most appropriate procedures, activities and exercises to assess hist...

In Australia, Asia-related history has been part of secondary school history curriculum since the 1960s and Asia engagement has been an education policy imperative for decades. At the national leve...

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 investig...

Teaching and Learning Difficult Histories in International Contexts: A Critical Sociocultural Approach grew from an American Educational Research Association-sponsored conference in 2015 which brou...

History teaching and learning make intellectual demands on both teachers and students, requiring them to travel back in time and engage with complex issues and distant lifestyles. History education...

Historical myths were essential tools of nation-building in nineteenth century Europe, including Finland. ‘Myths’ are vernacularly and trans-generationally fostered narratives of the past. A myth i...

Debates over which historical content should be compulsory for study in the school curriculum are a common feature of education systems across the globe. These debates invariably weigh the perceived benefits to social cohesion of a ‘common core’ of knowledge against the perceived risks to democracy of government-sanctioned ‘official knowledge’. Scotland has, perhaps, taken an extreme position on this debate by specifying no mandatory historical content in its social studies curriculum. This paper uses 21 interviews with Scottish history teachers to explore how schools use this curricular autonomy: which historical periods they choose to teach and why. The paper suggests that, without access to theoretical debates about the nature of historical knowledge, schools fall back on instrumental justifications for content selection within the curriculum. The result in many cases is an extremely narrow and fragmented syllabus in which pupil preference, teacher interests and the logistics of timetabling guide content selection. The paper concludes that the formulation of coherent school-level history curricula is dependent on the fostering agency among a theoretically-informed teaching profession.

This exploratory case study examined how two teachers used a comparative approach to teach genocide histories in a Holocaust Literature elective course. Through interviews and observations, we stud...

For years, scholars have been promoting the importance of integrating disciplinary literacy in history education. Both the College, Career, and Civic Life (C3) Framework for Social Studies State St...

This article addresses how students of color experience negation through world history, and exclusion from being recognized as fully human. What are the logics of exclusion within a world history c...

This article aims to offer both an overview of the key issues and controversial policy decisions that defined history education in Korea for the past 10 years and a critical analysis of the actions...

In their 2018 article, “Enriching Ethical Judgments in History Education,” Milligan, Gibson, and Peck reference me as follows: “Den Heyer [sic] (2012) maintained that disciplinary approaches to his...

Although most teachers adapt curriculum, we know little about teachers’ rationales for modifying materials, how these rationales align with actual modifications, nor whether any patterns exist in t...

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.

Facilitating classroom discussion requires preparation and improvisation. How might learning improvisational theatre affect teachers’ verbal moves while facilitating discussion? This articl...

Using data from the 2010 National Association of Education Progress eighth grade test of U.S. history (NAEP-US8), the current study explored the intersections among traditional indicators of teacher quality and competing dimensions of quality teaching on students’ history knowledge. Findings indicated that eighth grade social studies teachers with academic backgrounds in history and secondary education were associated with increased use of disciplinary practices valued by the field (i.e., reading across multiple source materials, discussion, and writing in the content area) and performance-based assessment. Furthermore, when accounting for both teacher characteristics and instructional decision-making, alternatively licensed middle grades teachers were associated with lower average student achievement on NAEP-US8. Holding other conditions constant, eighth grade teachers with backgrounds in secondary education were associated with higher average student performance. Results further suggest that middle grades teachers who focus instruction on disciplinary practices are associated with increased student learning outcomes as measured by NAEP-US8. Findings from this study have potential implications for middle grades social studies teacher education as well as curricular and certification policies.

The study presented in this article examines the internal consistency of the formal Swedish history curriculum for the upper-secondary school. The research question addresses the extent to which disciplinary aspects—also referred to as vertical knowledge discourses—are transferred from fields of knowledge production to the Swedish formal history curriculum. A qualitative research design is adopted and document content analysis is used to examine the presence of vertical knowledge discourses in the aims, the core content and the level descriptors of the curriculum. The results show that a vertical knowledge discourse is present in two areas of the curriculum: the aims and the section that defines the content of history education. An exception is identified in the section of the curriculum that focuses on assessment, the knowledge requirements. Here, the presence of vertical knowledge is marginal. The conclusion is drawn that there is an inconsistency regarding the presence of vertical knowledge discourses in the Swedish history curriculum. This inconsistency can diminish the availability of vertical knowledge for the students and also lead to a situation where control over history education to some degree is transferred from curriculum designers and teachers to other agents.

This article reports a validity study of History Assessments of Thinking (HATs), which are short, constructed-response assessments of historical thinking. In particular, this study focuses ...

Since its inception in 2003, Kurdistan’s Regional Government (KRG) has implemented a wide range of reforms in Iraqi Kurdistan’s (IK) education system. The history education curricula (HEC) students encounter glorify war, exclude different narratives or interpretations, and fail to foster critical debate or enquiry. In their explicit content, as well as in their implications, processes, and delivery, IK’s HEC encourage violence, foster divisions between Muslims and non-Muslims, and serve to establish the dominance of the most powerful group in society.

This study reports five Dutch expert history teachers’ approaches to multiperspectivity in lessons on three topics varying in moral sensitivity (i.e., the Dutch Revolt, Slavery, and the Holocaust) ...

Historical issues are problems of both the past and the present. One of the strongest elements composing history and the collective memory of generations is history education, with textbooks servin...

This “think-aloud” study examines how a group of American Jewish teenagers read historical documents that addressed what it has meant over time to be American and/or Jewish. It demonstrates...