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The main objective of this research is the qualitative analysis of the narratives on democratic education in the official curriculum of Spanish History in the 2nd year of the Baccalaureate. In order to achieve this objective, a critical discourse analysis (CDA) and an instrument designed ad hoc for the research were applied. The results show that the Spanish curriculum contains a neutral description of democratic education without judgement of the social groups represented, although there is an underlying discourse that tends ideologically towards the values of social democracy. [ABSTRACT FROM AUTHOR]

This article is another contribution to the debate on the role of History teaching in the construction of an increasingly complex society. Thus, focused on the Portuguese educational reality, it is based on a case study involving 44 students who, in the school year 2022/23, attended Basic Education (4th and 6th grades) in a private institution in the district of Porto. Their participation took the form of a historical narrative about the Revolution of April 25, 1974. After analysing the individual accounts, it is clear that the democratic citizenship internalized by the young participants is based on the greater, happy idea of recovered freedom, while at the same time it is shaped by a certain crystallized symbology. [ABSTRACT FROM AUTHOR]

The Journal of the Faculty of Arts: History has published issue 2 of volume 13 of the IV Series, which addresses the theme of history education. The issue includes articles discussing students' understanding of the Carnation Revolution in Portugal, the presence of democratic consciousness in the curriculum of Spanish history, the approach to sensitive topics such as colonialism and colonial war in Portuguese classrooms, educational policies in Portugal at the beginning of the 20th century, the manipulation of historical narrative in history textbooks during Iberian dictatorships, the application of Reconstructivist Didactics of History in higher education, the evolution of the concepts of homeland and patriotism during liberalism in Portugal, and the importance of citrus farming in the Portuguese agricultural economy. The journal also includes book reviews on the Order of the Temple and the Order of Christ in the 16th century, and on sustainability as an ethical principle. The Library of the Faculty of Arts at the University of Porto received thanks for the ongoing support provided to the History Journal. The research team, composed of Carla Sequeira, Maria João Oliveira Silva, and Sara Pinto, was also recognized for their tireless coordination work among those involved in the production of the journal. Director Maria Cristina Cunha and the coordination team of the thematic dossier, Cláudia Pinto Ribeiro, Helena Vieira, and Pedro Teixeira Pereira, were also mentioned. [Extracted from the article]

This article explores challenges and opportunities for Japanese Studies during the COVID-19 pandemic in South Korea. From March 2014 to February 2022, after receiving a US PhD, I taught Japanese history in English at an international college for Korean and international students. The pandemic's initial effect was isolation: online courses reduced interactions with students and scholars in Japan cancelled our joint research project activity in Korea. Eventually, however, there emerged solidarity peculiar to where I taught, both with my students and with the Japanese, Korean, and American researchers. In my Japanese history courses, email exchanges with individual students in lieu of class discussion often generated academically valuable yet potentially sensitive inquiries, which could have upset some Korean students if raised in the classroom. For the research, some primary materials turned out to be available online on Korean national libraries' websites. Our further research indicated the richness of sources produced in colonial Korea, including police records documenting lives of Korean workers in wartime Japan. The students' critical inquiries and collaborative research suggest vast possibilities for Japanese Studies, yet illuminate the constraints of national boundaries, reemphasized by the pandemic, in a world that we had hitherto imagined to be moving toward the global and borderless. [ABSTRACT FROM AUTHOR]

Humanity questions its existence in the historical process in order to make sense of history. This questioning continues in the context of past, present and future. With modern times, history has become an important tool in the construction of common memory, social identity and future of nations. In this context, today, nation states consider it important for teachers to provide students with historical literacy in their curriculum. In order to achieve this, social studies teachers are expected to be competent in historical literacy skills. This study aimed to determine the opinions of social studies teachers regarding history literacy skills. In this study, qualitative research method and phenomenology pattern were used as research methods. The study group of the research consisted of 12 social studies teachers working in public schools in Aksaray in the 2022-2023 academic year. The criterion sampling strategy of non-random purposive sampling was used in the study. The data obtained in the research were analyzed with the descriptive content analysis method. In this research, it was concluded that social studies teachers have history literacy skill competencies. [ABSTRACT FROM AUTHOR]

In this paper, the author uses an AsianCrit analysis of US Department of War Educational Manual No. 42, Our Chinese Ally (EM42), a document of military curriculum from WWII. Their argues that EM42 demonstrates both a state-sanctioned [re]racialization of Chinese and Chinese Americans through simultaneous technologies of Sinophobia and Sinocentrism. Their analysis of EM42 has implications for the construction of Asian Americans as a 'model minority' in the United States, and highlights EM42's contemporary reverberations on the construction of Asian American identity, as well as how nation-states challenged stereotypes of Chinese people without decentring whiteness. [ABSTRACT FROM AUTHOR]

The Dutch perpetrated in both the Holocaust and chattel slavery. However, Dutch cultural memory does not significantly recognize Dutch perpetration in these sensitive histories. This article explores the interplay between cultural memory and history education as a potential explanation for this oversight, by specifically focusing on the implementation of multi-perspectivity. In Dutch history education, multi-perspectivity is valued, yet scholars have warned that it could contribute to minimization of perpetration. The deliberate choice of a qualitative research approach, as opposed to the more common textbook analysis, served to centre history teachers' perspectives and allowed for a comprehensive analysis of their descriptions of multi-perspectivity in Holocaust and slavery education. This exploration further substantiated the concern regarding the risk of perpetration minimization. It reveals that history teachers predominantly approach multi-perspectivity in Holocaust and slavery education through teaching respectively historical empathy and positionality. Stimulating historical empathy and emphasizing positionality with pupils affect the presentation of historical distance and perpetration. Through these approaches teachers risk providing pupils with the understanding that everyone, including perpetrators, can be seen as victims of their historical circumstances, making it challenging to assign moral responsibility. To address this risk of perpetration minimization, this article explores underlying causes and offers recommendations. [ABSTRACT FROM AUTHOR]

Applying Arthur Chapman's conceptualization, this article explores Religious Zionist (RZ) Holocaust education and the way it has changed over the years. Beyond RZ's increasing influence within Israeli society, this examination provides a unique example of faith-based Holocaust education that adheres to rationalism while teaching God's power over history. The diachronic textual analysis reveals dramatic changes in RZ Holocaust education over the past eight decades. Similar to faith-based education around the world, RZ focused initially on a deontological lesson highlighting the duty of the religious person under any circumstances. Following the 67 War, a distinct consequentialist-theological lesson was added, clarifying the obligation of the Jewish people to respond to the process of redemption embodied in the Zionist movement. As for the present day, the study profiles a new post-secular ontological lesson about the atrocities that people are capable of perpetrating in a godless world. This lesson is intertwined into a novel meta-narrative, one based not on modern ideologies but on the Bibal and the vision of the Prophets. The conclusions of this article help to create analytical categories for exploring faith-based Holocaust education around the world—a topic that has emerged in recent decades as one of great importance. [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]

Postcolonial studies have long identified history curriculum as a site of empire building. High stakes exams like the Global History Regents Exam in New York (NYGHR) undoubtedly impact curriculum but have yet to be examined through a postcolonial lens. This study evaluates to what extent, if at all, the NYGHR perpetuates eurocentrism as defined by four concepts from the literature: numerical representation, replacement, tokenism and narrative erasure. Through both qualitative and quantitative analysis, the study finds the exam to be eurocentric both in its numerial underrepresentation of the global south, and in its replacement and ommission of global south achievement, its overuse of tokenism, and its flagrant narrative erasure of the violence of colonialism. The study posits implications and next steps for students, practitioners and future research on how to build inclusive, student driven global history curricula [ABSTRACT FROM AUTHOR]

The Japanese Ministry of Foreign Affairs officially claims that Japan had discovered Takeshima (Dokdo) since the seventeenth century, but this article argues that quite to the contrary, Isotakeshima Oboegaki, a primary source that confirms Japan's recognition of Dokdo as Korean territory, clearly corrects this claim. Isotakeshima Oboegaki's importance can be explained in three ways. First, Japan's official position regarding Dokdo wrongly conflates different uses of "Takeshima" depending on historical context and ignores that it was because of a paucity of Japanese sources confirming Japanese ownership over Takeshima (Ulleungdo) and a comparative certainty from the Korean government, forcing a reluctant Bakufu to admit the deficit in historical evidence and order that Japanese fishermen cannot trespass into Ulleungdo. Second, Isotakeshima Oboegaki was not just a document of its time but a key primary source that the Meiji government invoked as undeniable evidence to officially declare in the Dajokan Directive that neither Dokdo nor Ulleungdo were under Japanese sovereignty due to a paucity of evidence. Finally, Isotakeshima Oboegaki terminates Japan's logic regarding Dokdo because it contradicts the Japanese Ministry of Foreign Affairs' claim of "original discovery" regarding Dokdo and Ulleungdo and corrects the mistaken notion of terra nullius. [ABSTRACT FROM AUTHOR]

This study undertakes a decolonial reading of the Zimbabwean history curriculum as an exemplar of how knowledge and pedagogy could be reframed as the basis for curricular justice in a global imaginary that is predicated on the epistemic hegemony of the Global North. The study which is framed as a conceptual research article introduces and argues for undoing historicide as a heuristic within the broader scope of the epistemic decolonial turn. The Zimbabwean history curriculum, as a unit of analysis, is referenced to exemplify entrapment within the Cartesian paradigm of knowing, despite the country's political independence. The argument developed is that history curricula that do not interrogate the geography and biography of knowledge entrench the hegemonic narrative of the coloniality of power and by extension colonial historiography. The paper suggests that the way out of the epistemic quandary that pervades the Zimbabwean history curriculum entails re-envisioning curricular practices in ways that ensure the emergence of a pluriverse in which we reclaim, restitute and legitimate our knowledges and histories, and affirm our ontological densities as equal to those of the Global North. [ABSTRACT FROM AUTHOR]

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 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.)

The present study aims to examine prospective history teachers' process of using digital games to design history lessons and delivering the designed lessons in virtual classrooms. The study employed a design-based research model and was conducted with 31 participants selected based on the criterion sampling method. Data were collected through design documents, interview forms, and video recordings and were analyzed using descriptive and content analysis techniques. During the process, participants were able to design history lessons with digital games and deliver the designed lessons in virtual classrooms. Analysis of participants' views on the process led to the emergence of the following themes: "The Problems Emerging in the Process," "The Pedagogical Effects of the Process," "The Technological Effects of the Process," "The Effects of the Process on Reflective Thinking," "The Effects of the Process on Participants' Thoughts about Virtual Learning Settings," and "The Effects of the Process on Participants' Thoughts about the Researcher." The study results show that despite some problems with the use of technology, the process had a positive effect on the participants. In this regard, future studies may be recommended to focus on prospective teachers' competencies in using technology effectively when teaching lessons in virtual learning environments. [ABSTRACT FROM AUTHOR]

A high-performing academic education system supports the development of skills such as curiosity and creativity in students' activities and learning experiences. However, the academic curriculum gives quite a lot of importance to the accumulation of knowledge and the learning of specific skills, which can encourage an education that is less oriented towards the development of creativity and curiosity, especially in the discipline of History. Our study has as target group the 3rd year students of the Pedagogy of Primary and Preschool Education, whom we monitored during two academic years. The purpose of the research is to analyze the effect of the didactic strategy on students' creative thinking and to show that creativity is a fundamental element for the development of their historical thinking as students and future practitioners. In our approach, we started from the following premises and hypotheses: 1) creativity is present in all learning contexts, although it is not always specified as such; 2) students need to be creative in a constantly changing world that requires us to permanently adapt; 3) outside of those disciplines that explicitly emphasize creativity (fine arts, music etc.) creativity is rarely present in the discussions regarding teaching and learning; 4) if at History we apply a series of strategies to stimulate creative thinking that includes interactive methods, diverse teaching aids and mixed organizational forms which involve cooperation, then students' creativity, curiosity and interest in this subject will be stimulated. Therefore, we proposed the following objectives: (O1) The implementation of didactic strategies that stimulate students' creativity; (O2) The analysis of the results - how does the didactic strategy affect creative thinking in the history discipline? (O3) The analysis and evaluation of the effect that the didactic strategy may have on creativity at History. The expected results are, in the case of students, an increase in creativity through the application of certain didactic strategies, motivation for learning and positive attitudes towards history, with the belief that when they become teachers they will apply similar strategies in the classroom. [ABSTRACT FROM AUTHOR]

English-medium state schools in New Zealand have been directed to begin implementing the new Aotearoa New Zealand's histories curriculum content from 2023. In response to the draft version of the curriculum document, Bell & Russell (Bell and Russell, New Zealand Journal of Educational Studies 57:21–35, 2022) highlighted the centrality of Māori histories and critical engagement with colonialism within the document and argued implementation could inaugurate "a new phase in narrating the nation" (p. 21). However, changes to the draft version have created more flexibility for teaching and learning to avoid the most challenging and transformative aspects of the curriculum content. This article employs Deleuze and Guattari's (Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia (B. Massumi Trans.). University of Minnesota Press.) concepts of the assemblage and deterritorialization to analyse the changes to the draft and explore the relationships between historical reappraisal and state education. These changes provide a locus to examine the workings of the state education assemblage and gain insights into where efforts can be directed to support transformative history education in Aotearoa. [ABSTRACT FROM AUTHOR]

The article summarizes a keynote address given by Professor June Bam-Hutchison at a history teaching conference in South Africa. Professor Bam-Hutchison discusses the relevance of her previous book, focusing on xenophobia and racism in South Africa. She emphasizes the importance of "deep listening" in history education and challenges Western-based knowledge production processes to incorporate indigenous perspectives. The article also addresses the impact of colonialism on indigenous knowledge and the need for a more inclusive approach to historical understanding. It concludes by discussing the importance of listening to the disappearing sounds of nature and living for future generations. [Extracted from the article]

This article explores the use of the documentary film "Amandla!: A Revolution in Four-Part Harmony" and South African music from the 1950s to 1990s as educational tools in history classrooms. The author argues that incorporating music and films into history lessons can enhance learning, promote inclusivity, and encourage discussions and inquiry among students. The article emphasizes the contributions of the Mayibuye Cultural Ensemble and the Amandla Cultural Ensemble in using music to advocate for the anti-apartheid movement globally. The author provides a lesson plan that involves watching the film, discussing the role of music in the struggle against apartheid, and using source-based questions to assess students' comprehension. The text includes the lyrics of two songs, "When You Come Back" by Vusi Mahlasela and "Meadowlands" by Mango Groove. "When You Come Back" expresses a yearning for the revival of African music and culture, while "Meadowlands" is a protest song that criticizes forced removals and apartheid laws. These songs highlight the significance of music in resisting apartheid and conveying messages of hope and resistance. The text also explores the use of music in the classroom to teach about the apartheid struggle and the power of music in engaging students. [Extracted from the article]

This article is a review of the book "History Education at the Edge of the Nation: Political Autonomy, Educational Reforms, and Memory-shaping in European Periphery." The reviewer highlights the impressive qualifications of the contributors and their expertise in history education. The book explores the teaching of the history of national minorities in schools from a cross-border perspective, giving a voice to these often overlooked groups. It discusses the challenges and debates surrounding this topic and emphasizes the importance of history education in shaping national identity. The book is divided into three sections that cover themes such as identity politics, history curriculum, and teaching arrangements. It also addresses the role of textbooks and the influence of the state in history education. The review concludes by acknowledging the book's success in honoring national minorities but also noting the need for further exploration in certain areas. Overall, the book is praised for its contribution to the field of history education. [Extracted from the article]

What is the role of the school and the teacher in the context of democratic social transformation? How has it changed globally and in the South African context during the past fifty years? Is there room for optimism among teacher educators in the 21st century? I offer some modest reflections on my own career in the hope of provoking some debate from colleagues. "A life history is a life story located within its historical context." (Ivor Goodson)1 "I used to think that public school were vehicles for reforming society. And now I think that while good teachers and schools can promote positive intellectual, behavioral and social change in individual children and youth, [American] schools are (and have been) ineffectual in altering social inequalities." (Larry Cuban) 2 "Nearly half century of experience in schools and the sustained research I have done have made me allergic to utopian rhetoric." (Larry Cuban) 3 [ABSTRACT FROM AUTHOR]

A substantial body of history teaching scholarship links student archival engagements and primary source work to various desirable educational outcomes, among them an enhanced capacity for historical thinking and imagination. A related scholarly literature considers the interface between pedagogy and public memory-making. This article enters and links these points of discussion by reflecting on a collaborative classroom project of digital archive-building, using the online Dublin Core-complicit platform Omeka. At the University of Johannesburg, during the first six months of 2021, first-year students in an online world history classroom produced, submitted, and categorised a body of primary sources--both textual and visual. These submissions reflected their own, ongoing experiences of Covid-19 and of lockdown policies. They used photographs and wrote in their home languages to convey the disruptions, innovations, hardships, and resiliences felt as young people within diverse lifeworlds. Aligned to photovoice methodologies, the exercise promoted a reflection of historical consciousness in two ways: first, by situating the pandemic of the present within a broad global history; and, second, by considering 'future pasts' as a politics of memory, research, and representation. The article describes the production of the archival database, 'Joburg21', and considers the pedagogical challenges and rewards of building a digital 'archive for the future'. [ABSTRACT FROM AUTHOR]

Current digital game-based learning (DGBL) methods for teaching history require a significant outlay in information and communications technology (ICT). This, in effect, constitutes a significant obstacle in implementing DGBL in the South African and Zimbabwean school context. Most schools do not have the infrastructure to equip entire classes with gaming-capable computers or sufficient access to electricity or the internet. This paper investigates how access to DGBL can be improved in challenged teaching and learning contexts by designing a pedagogy that is more readily adaptable to challenges presented in South African and Zimbabwean classrooms. The research uses a design-based research design where compatibility issues of DGBL are analysed with the aim of developing a more integrated approach that is then tested and evaluated in order to redesign the approach. The primary research question was: "How can Game Based Learning techniques and traditional history pedagogy be integrated to promote the use of Napoleon Total War in Southern African secondary school history classrooms?" [ABSTRACT FROM AUTHOR]

Résumé: Rédigé par une historienne et un spécialiste de modélisation mathématique, cet article explore les enjeux épistémologiques de la collaboration interdisciplinaire à travers une étude de cas : l'épuration professionnelle du monde du spectacle à la Libération. Dans tout processus de justice, la question de l'équité, ou celle, équivalente, d'éventuelles discriminations, est difficile à instruire. A fortiori pour une épuration à caractère disciplinaire, où des artistes ont jugé leurs pairs. L'article montre que le formalisme mathématique, loin de se substituer à l'expertise historique, prolonge celle-ci par les moyens d'un autre langage, abstrait, enrichissant ainsi les modes d'accès au réel en faisant converger plusieurs dispositifs d'enquête. Progressant pas à pas dans la modélisation du problème et dans l'analyse des données, les deux chercheurs prennent soin d'expliciter les approches statistiques et mathématiques de plus en plus complexes qu'ils doivent mobiliser pour détecter des formes jurisprudentielles impossibles à capturer avec des outils classiques – jusqu'à l'idée originale de traiter un processus impliquant des décisions humaines comme un processus algorithmique complexe. Grâce au détournement d'une méthode d'inférence causale conçue pour étudier l'équité de certains processus algorithmiques de type « boîte noire », des résultats inédits, restés jusqu'alors totalement « cachés » dans les données, sont révélés et viennent, en retour, guider l'analyse historique. Written by a historian and a mathematical scientist, this article explores the epistemological stakes of interdisciplinary collaboration by focusing on a specific case study: the purge of performing artists after the liberation of France. While the artists most compromised during the occupation were brought before purge tribunals, less serious cases were referred to specialized commissions comprised of their peers. In any legal proceeding, it can be hard to reach a verdict when it comes to questions of fairness or potential discrimination, and this was especially true for these purge commissions. The authors show how mathematical formalism, while obviously not replacing historical inquiry, can extend its reach, offering multiple ways to apprehend an elusive reality thanks to the versatility of an abstract language. Progressing step by step through the modelling of the question and the analysis of the data, they explain the increasingly complex statistical and mathematical approaches mobilized to observe forms of jurisprudence that escape more traditional analysis—arriving at the innovative proposal to treat a trial involving human decisions as a complex algorithmic process. Adapting a causal inference approach designed to evaluate the fairness of "black box" type algorithmic processes brings to light unprecedented results, hitherto hidden in the data. These findings, in turn, lead to new insights for the historian. [ABSTRACT FROM AUTHOR]

The article focuses on an assessment task for Year 11 Ancient History, centered around investigating the historical authenticity of the Trojan War through source analysis. Topics include critiquing a theory presented in a video clip, evaluating archaeological methods and excavations at Hisarlik/Troy, and analyzing written sources related to the Trojan War.

The article focuses on the success of the 2023 National History Challenge (NHC) in New South Wales (NSW), highlighting the theme "Continuity and Change" and its impact on engaging students in independent research and critical thinking. Topics include the recognition of winning entries covering diverse subjects, the accolades received by NSW students like Joy Ye, and the sponsorship and organization of the competition by various entities, including the Australian Government.

The article focuses on the educational benefits of place-based learning at Hyde Park Barracks Museum in Sydney, emphasizing the use of actual physical environments, social and cultural contexts, and the nature of the space for historical understanding. Topics include the historical significance of Hyde Park Barracks, insights gained through site study and object-based learning, and the development of meaningful learning experiences aligned with the history curriculum.

The article focuses on the importance of fostering historical thinking skills in students, specifically through the use of inferential questions in source analysis. Topics covered include the rationale behind employing inferential questions, their alignment with syllabus requirements, and a case study on Pompeii and Herculaneum to demonstrate their effectiveness in developing critical historical thinking skills.

Copyright of Journal of Faculty of Educational Sciences is the property of Ankara University, Faculty of Educational Sciences 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.)

Object-based learning includes the active incorporation of historic artifacts into educational environments, which may yield meaningful learning experiences. However, gaining access to artifacts and coordinating object-based curricula with museum staff pose immense challenges to educators. Furthermore, digital representations of historic artifacts are often removed from authentic, culturally-situated surroundings. By providing a system-level overview of a game currently under development titled Kresy, this emerging technology report explains how video game affordances, particularly interactive narrative, may support object-based learning in digital environments. To support object-based learning and engagement with 20th-century Eastern European history, Kresy weaves story through evidence collection and inquiry mechanics. In presenting these design considerations, this report shows the viability of merging game- and object-based learning within an immersive virtual environment. [ABSTRACT FROM AUTHOR]

Review of: Ignored Histories: The Politics of History Education and Indigenous Settler Relations in Australia and Kanaky/New Caledonia, Angélique Stastny (2022) Honolulu, HI: The University of Hawai'i Press, 280 pp., ISBN 978 0 82488 997 5 (hbk), US$68 [ABSTRACT FROM AUTHOR]

The purpose is to improve the application of museum robots in museum scenes, enhance the service capabilities of robots in museums, break tourists' boring concepts of museum environment, manual explanation, services, etc., and promote tourists' exhibition experience. A method for sentiment analysis of humanoid robots in museums is proposed by studying the transformation of museums with the help of artificial intelligence (AI) technology, as well as the function and significance of museums in history education. First, the function of museums in history education and the role of AI in constructing intelligent museums are described. Second, on account of the multimodal sentiment analysis method of speech and emotion, a scenario model of the visitor museum is established. An uncertain reasoning method for robot service tasks based on Multi-entity Bayesian network (MEBN) is also proposed. Finally, the proposed model is validated by experiments. The results show that compared with the recognition rates of Arousal and Valence dimensions, the consistency correlation coefficient value of the Kalman filter is higher. The Consistency Correlation Coefficient (CCC) value of the Arousal dimension is 0.703, and the CCC value of the Valence dimension is 0.766. Besides, in different tour times, the proportion of services that tourists want to be provided with varies in different emotional states. From time t1 to time t2, the proportion of tourists who want to hear explanations of cultural relics dropped by 11.5%, while the proportion of tourists who want to be provided with tea service increased by 24%. This indicates that when the Kalman filter algorithm performs continuous emotion recognition of a multimodal fusion, the final emotion recognition accuracy is higher, and emotion analysis can help humanoid robots to be more intelligent and humanized. The proposed sentiment analysis based on the multimodal analysis and MEBN's uncertainty reasoning method for robot service tasks not only broadens the practical application field of intelligent robots under human–computer interaction technology but also has important research significance for the innovative education development of museum history education. [ABSTRACT FROM AUTHOR]

This essay explores transnational history education through the China–Korea–Japan CAMPUS Asia ENGAGE Program. Utilising active learning, project-based activities and joint history textbook creation, students navigate East Asia's contested past. The approach encourages a shift from national to transnational identities, fostering a 'global citizen' perspective. By deconstructing conventional history narratives and constructing alternative, intersectional viewpoints, students develop a nuanced understanding that transcends divisive national boundaries. This pedagogical strategy underscores the potential of active learning in advocating global history perspectives for conflict resolution and reshaping historical memory. [ABSTRACT FROM AUTHOR]

The purpose of this research is to examine the effect of using memoirs in History class on students' attitudes and academic achievement. Within the scope of this research, firstly, the memories of the 8th Grade History course about the War of Independence period were examined and memoirs-based course activities were prepared by quoting from the sections appropriate to the relevant achievements. A total of 37 memoirs by different authors deemed appropriate by the researcher were used. These quotes were used while preparing the activities to be used in practice. Some reading strategies and graphic organizers were used to help the study group students better understand and analyze the memoir texts. This research was conducted with 8th grade students in the History course, using the quantitative research method as a quasi-experimental research. Achievement test and attitude scales were applied as a pre-test to a total of 69 students in the experimental and control groups, whose academic achievement and attitude scores were close to each other. During the application, after the activities prepared using memoirs were applied to the experimental group students, the achievement test and the History lesson attitude scale were applied as posttest to both groups. According to the results of the findings, the students in the experimental group were academically more successful than the control group. Although the attitudes of the experimental group students towards the History course and the unit were lower than the control group before the application, the attitudes of the experimental group students increased as a result of the application. This revealed that the application improved student attitudes. In the light of the results obtained from the research, it can be said that memoirs are an appropriate teaching material to be used in History lessons. [ABSTRACT FROM AUTHOR]

The article is an interview with Gheorghe Mândrescu, a prominent art historian, discussing his early years of professional training, research interests, and career milestones. Mândrescu reflects on his experiences as a curator at the Art Museum in Cluj and the challenges faced by curators and art historians during the communist era in Romania. The text also explores the curator's research on Renaissance architecture in Bistrița and the challenges of preserving and restoring the city's architectural heritage. Mândrescu emphasizes the importance of understanding and respecting diverse artistic models and religious coexistence in Romania, and expresses concerns about the current state and future of cultural heritage in the country. They suggest the inclusion of a new column in the journal to review studies from the interwar period and highlight the damage caused during the communist regime. [Extracted from the article]

This article contributes to a preliminary historical and decolonial analysis of teaching and research in the field of education and international development at the UCL Institute of Education. The preliminary analysis, published as ‘Education, decolonisation and international development at the Institute of Education (London): a historical analysis’ by Elaine Unterhalter and Laila Kadiwal, appeared in the Special 120th Anniversary Issue of London Review of Education. That article and our response to it focus on the work of the Centre for Education and International Development, and its preceding organisational forms from 1927 onwards. In a responsive critique, we consider the evidence, methods, analysis and conclusions offered by Unterhalter and Kadiwal and identify a wide range of additional material on curriculum, staff, students and international partnerships that will be of value to future historians. Contemporary decolonial analysis is important for interpreting the history and for the future positioning of the Centre for Education and International Development, and the wider field of study. We conclude by identifying challenges for ongoing work in this area. [ABSTRACT FROM AUTHOR]

After the Axial Age, the West moved toward continuous disunity, but China had successfully maintained a persistent unity pattern. Conventional case (history event) studies are subject to selection bias and theoretical frameworks, which is not objective narrative. We use agent-based modeling (ABM) to reveal the historical dynamics of why civilizations take on distinct patterns (unity versus disunity). In China, the Qin Dynasty (initial unity) opened the Great Unity tradition in 221 BC. Before this, there was a major chaotic period (770 BC to 221 BC) with two periods. The first period, the Spring and Autumn (770 BC to 221 BC), opened this chaotic process and indirectly led to the initial unity. Then, the second period, the Warring States period (475 BC to 221 BC), directly led to this initial unity. This work models the second period and focuses on the question of why human civilizations take on different patterns in history. Finally, we have solved the conditions and boundaries of two patterns. Based on the second period, we have different conclusions. The bellicosity threshold is around 0.2 (for the previous period, this is 0.3), and the alliance propensity threshold is around 0.8 (for the previous period, this is 0.7). Moreover, the higher winner cost (beyond 5%) makes it impossible to achieve Unity. This work has one new contribution, such as solving social knowledge. We use BP neural networks to evaluate the knowledge graph to support history learning. It explains civilization patterns for humankind. [ABSTRACT FROM AUTHOR]

History courses are an essential part of a national education. The application of traditional courseware's media forms in education still requires further development and refinement. Herein, we report on a history courseware mode that integrates various historical teaching media, including 360-degree VR, paintings, maps, infographics, text, audio, and videos, based on the SCORM standard. These media elements are used to provide learners with a multimodal learning experience in history courses. We monitor the learning effects using EEG and questionnaires. The results show a significant improvement in our multimodal courseware technology compared to traditional courseware. [ABSTRACT FROM AUTHOR]

This Policy Discourse Analysis (PDA) explores 19 state legislative documents focused on the teaching of disability history in K-12 schools. Framed through critical perspectives on constructions of disability and race, alongside discourse theory, we iteratively analyzed these legislative documents to understand (a) how disability and disability history are constructed (particularly in relation to whiteness); and (b) the stated purpose of the legislation and who is meant to benefit materially as a result of the laws. We find the legislation upholds dominant notions of whiteness and ability as part of school curriculum, while simultaneously constructing disability history as in the past and disability justice as already achieved, centering the learning and awareness of white, nondisabled students. We offer discussion and implications for research and practice surrounding policy implementation of teaching disability history. [ABSTRACT FROM AUTHOR]

Southern United States folk music is rich in not only sound, but in voices of the past. Folk songs were created by working class individuals who described aspects of their life in connection with societal issues and events. Folk songs, now digitally archived, can serve as primary historical sources that can be used to enhance the secondary social studies U.S. history curriculum. The vast offerings of folk songs can allow students to listen, read, and analyze the lyrics to gain a deeper understanding of the U.S. South, shed the hillbilly stereotype that Southerners have been historically subjected to, understand why and how Southerners spoke out against injustices through song, and analyze the lyrics that portray the history of southern folklife. Based on the National Council for the Social Studies' Themes of Social Studies and integrating folk songs from such online sites as the Library of Congress and Smithsonian Institute, curriculum implications are presented for students to reflect on the Southerners' settings, perspectives of events and issues, and methods of protest. Modern technology's preservation of folk songs that would otherwise be absent from history not only has the power to educate, but also to keep southern folk music alive. [ABSTRACT FROM AUTHOR]

During the 2020–2021 academic year, Virginia piloted a state-designed secondary African American history elective in 16 school divisions. Using the framework of Racial Pedagogical Content Knowledge (RPCK), this study examined the treatment of race in the new course by analyzing the state-created curriculum materials and interviewing three teachers that were part of the pilot program. Findings suggest that the curriculum challenged problematic traditional historic narratives, addressed issues of identity and structural racism, and applied racial knowledge through civic action projects. Teachers felt prepared to teach the course due to sustained racially conscious professional development facilitated by the Virginia Department of Education. The curriculum of the state-designed course and its implementation by teachers align with the core tenets of RPCK, such as its interrogation of power structures and inequalities, examination of intersectionality, and empowerment of students to resist racism and injustice through informed social action. Our analysis found the course does not use "inherently divisive concepts" as they are portrayed in Executive Order No. 1. [ABSTRACT FROM AUTHOR]

The historical learning approach is strengthened by students seeking, discovering, observing and developing historical events as a dynamic science through a methodological approach, bringing objects closer, or student learning spaces in the learning process, so it is necessary to study with historical object approaches such as museums so that students are able to find creativity and their innovation is even wider. Strengthening Indonesian history learning materials, apart from teachers, teaching materials in the form of books, articles or modules with museum objects by developing the Outing Class model, where museums are the main attraction opening space and horizons for students' thinking and creativity by not only showing historical objects which are displayed in museums, but are able to think critically, observe, study and find the origins of these historical sources. Museums as learning resources are able to increase understanding, study facts, concepts, principles, laws, theories and ideas, ideas and innovations at the memory level, students are able to apply them effectively in solving them so as to acquire creative and innovative historical thinking skills and foster historical awareness for students. [ABSTRACT FROM AUTHOR]

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History as a school subject has been present in the curricula ever since the establishment of the Bulgarian secular education, and over the years the study of history began to be given more and more importance in our educational system. Society‘s perceived need to acquire knowledge about the past is the only opportunity to better understand the present and anticipate the historical perspective. The radical changes that occurred in Bulgarian society in the second half of the 20th century led to the establishment of a completely new kind of educational system, built on the Soviet model as comprehensive and universally accessible, but at the same time politically burdened with the forcibly imposed new moral and ideological conjuncture. This process was most clearly visible in the arts, among which the discipline of History suffered particularly hard the long-term defeat of its ideologizing and outright falsification. The proposed research examines the political justification of the main historical concepts studied during the period of socialism, the development of the methodology of teaching history in schools between the reforms in 1948, 1959, 1968 and the follow-up of the situation after the end of the totalitarian regime in 1989 until the reform in 2002. [ABSTRACT FROM AUTHOR]

Among the emerging trends in history education in the first decades of the 21st century – strengthening of international cooperation in this field, change in value attitudes and orientations, as well as digitization in history education - the subject of this publication is the first trend. The article examines the activity of EUROCLIO and the International Association for History Didactics, their joint work with various organizations and institutions in the implementation of projects and the creation of history textbooks from the beginning of the XXI century. [ABSTRACT FROM AUTHOR]

This article examines the experiences of historians teaching American history and culture in Europe. It features interviews with prominent scholars who discuss the evolving nature of American studies, the interdisciplinary approach it encourages, and the significance of transnational perspectives. The article also explores the establishment of American studies programs in various European countries and the influence of political and cultural events on the interest in American history. It concludes by examining the impact of neoliberalism on academia and the changing attitudes towards American studies. The text provides a range of perspectives and experiences from scholars teaching American studies in European universities, highlighting the challenges they face and the importance of interdisciplinary approaches and current events in the study of American history. It also discusses the role of the American Studies Network (ASN) in fostering collaboration and supporting the study of American history in Europe. [Extracted from the article]

This investigation used cross-sectional survey research methods in a high-enrollment undergraduate history course, setting out to examine test performance and metacognitive strategies that subjects self-selected prior to class, during class, and during the exam. This study examined the differences in exam scores between one group of students who self-reported completing specific metacognitive strategies and one group of students who self-reported not completing them. An online survey instrument was used to collect data from 121 students about the frequency of occurrence of specific behaviors. Frequencies and an Independent Samples T-Test were used to analyze metacognitive strategies and exam performance. The results showed the following strategies were statistically significant at the 0.05 alpha level: (1) read or listened to assigned readings and audio files before they were discussed during class; (2) frequently took part in small group discussion at the table during the class session; (3) created outlines for each of the potential essay questions to prepare for the examination; and (4) made an outline of the essay question before beginning to write while taking the exam. Limitations of the study, implications of the results, and recommendations for future research are provided. With the challenges of supporting students to earn higher grades and persist toward graduation, faculty members need to join the rest of the campus to be active agents in supporting students through simple learning strategies and effective student behaviors embedded into their courses. This may require extra time and effort to engage in professional development to learn how to embed practice with metacognitive strategies during class sessions. [ABSTRACT FROM AUTHOR]

Popular history products are increasingly and successfully used as a means to brand entertainment media. However, there is a significant gap in empirical researches which considers variables that affect popular history consumption. The current study builds on social identity theory, theory of curiosity, and parasocial interaction theory aims to identify the relationships amongst popular history consumption in written, visual, and social media, nationalism, conservatism, nostalgia, and curiosity. The current research is predictive correlational research. In terms of time, it is a crosssectional study. Study 1 indicates that the PHPS scale may become an important instrument in future research. Study 2 indicates that curiosity, nostalgia proneness, conservatism, and nationalism were the main predictors of popular history consumption in the media. Also, the research revealed that nationalism was shown to be an important mediator between conservatism and popular history consumption in media. In this way, a model has been proposed to comprehend popular history consumption, which constitutes a crucial component of the media and culture industry. [ABSTRACT FROM AUTHOR]

Distance education is a type in which individuals can realize their learning activities in line with their current technological possibilities, independent of time and space concepts, sharing information and documents with technological tools and applications, and establishing communication and interaction. Self-efficacy is knowing and believing in one's abilities to do a job. Self-efficacy belief levels towards online learning environments are important factors affecting the educational process. For this reason, determining students' self-efficacy levels in distance education processes is accepted as an essential factor in increasing the quality of educational activities. This study aimed to determine the distance education self-efficacy belief levels of prospective history teachers and the distance education self-efficacy belief levels according to variables such as readiness, gender, grade, and disadvantage. Within the scope of the research, two different scales were used with 109 history teacher candidates from different grade levels of 4 different state universities with the appropriate or convenient sampling method. As a result of the research, no significant difference was found in readiness, gender, and grade variables. Another finding of the study was that disadvantages such as mobile data and internet problems had a negative effect on self-efficacy belief levels. In addition to these, it was investigated whether pre-service teachers' online readiness level was related to self-efficacy belief level and a positive relationship was found between readiness level and self-efficacy belief level. [ABSTRACT FROM AUTHOR]