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The research aims to examine the institutional and political processes in Honduran society from the 1950s to the 1980s, that are related to the beginning of the professionalization of the historian's profession and the organization of the History Department at the National Autonomous University of Honduras (unah) in 1976. It details some institutional aspects of the University and relates them to a broader social context. The aim is to provide a social view of an institutional phenomenon such as the organization of the History Department. We consulted journalistic sources, internal documents of the University (memories, projects, minutes) and recorded some testimonies of actors who participated in the organization and first years of operation. In the end, it is notable that the professors and officials who gave rise to the career had a clear intention to make history a contribution of critical knowledge that would question the official discourses on the nation, something considered vital for the creation of a popular national conscience. This knowledge, however, would also be based on academic ideas that predominated at that time on the structural study of social phenomena. The originality resided in the fact that this was joined to a particular idea of scientific work as collective labor, field work and social projection that transcended the university classrooms. [ABSTRACT FROM AUTHOR]

An interview is presented with a historian José Carlos Chiaramonte. Topics discussed include his idea of studying history; the kind of historiographical approach adopted by him in his cultural history studies; and the point of bibliographic materials, and the circulation of books and magazines in cities of Paraná, Rosario and Santa Fe.

The article traces the beginnings of the Youth Historians in Harlem (YHH) project in New York City developed in 2012 to teach history to students and train them as historians. Topics include the various formats taken by YHH such as after-school program and summer institute, a discussion of the YHH writing instruction through the 2016-2018 school years, a description of the foundations for writing history, and how YHH integrated traditional literacy instruction with specific disciplinary skills.

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

In the article, the author discusses an upper-level undergraduate methods class in history based on his experience in teaching "Craft of the Historian" course at Saint Cloud State University. Also cited are the aim of the course to teach history students the important aspects of historical methods and historiography, and the challenges facing history professors when creating syllabi for their undergraduate students.

In this work we will investigate the characteristics that define a historical event. To do this we will distinguish the two aspects that can be identified in consideration of its historical condition: the way in which the social community recognizes and signifies a specific event as such, and the way in which historical science takes it for its object. We will first make a general approach to the very idea of the event, then we will ask ourselves the question of how events are endowed with meaning and transmitted from generation to generation. Finally, we will return to the problem of defining an event, for which we will consider the linguistic dimension that informs that historical object. [ABSTRACT FROM AUTHOR]

The purpose of this research is to analyze two Works of different genres: the first by the campechano Gustavo Martínez Alomía, which was published in 1906 and the second of the tabasqueño Manuel Mestre Ghigliazza, with four volumes, edited between 1916 and 1940. After the historical and intellectual context, the semblances and family ties of both historians, I examine the selected materials, highlighting the objectives, spaces, times and themes that they both attended, the sources they handled, the way as they put together their writings, their interpretation of the past and present, how they were expressed in their speeches and what their main contributions were. [ABSTRACT FROM AUTHOR]

The article discusses teaching about the Haitian Revolution, and considers its historiography. Topics include viewing it as part of the Age of Revolutions, as part of Atlantic studies, as part of the French colonial empire, as part of both French and World history, as well as considering issues of slavery, race, and economics.

The article discusses teaching North American indigenous and environmental history at the college level. It provides an overview of their historiography, and considers both traditional and indigenous ecological knowledge of the Americas and issues of sustainability. Topics include human ecology ad climate change, the culture of indigenous people prior to their contact with Europeans, ecocentrism, ethnohistory, transnationalism, and beliefs regarding time.

The reflections regarding the conceptions of periodization which support the writing of the History of Education are necessary not only in the scope of the research process but also for the pedagogical practice of the teacher in the classroom. Based upon the theme previously mentioned, the goal of the discussions was to analyze the articulations between the theoretical and methodological assumptions that guide the writing of the History of Education and its implications on the periodization process of the area mentioned. In order to do this, we used a bibliographical research, having as theoretical reference the understanding that time is a plural concept, elaborated on the basis of the singularities that cover each time, society and culture. It is concluded that time, being a guiding value of human life in the most diverse models of social organization, guide the actions of the subjects on the space they occupy. Thus, the periodization of the history of education must consider the multiple representations of time developed in different historical periods and in different spaces of production of culture, expressing ruptures and social and cultural permanences historically constituted. [ABSTRACT FROM AUTHOR]

In the article I explore the role that Silvio Zavala played in the process of institutionalization and professionalization of history in Mexico. I analyze the historiographical value of his first works produced during his stay in Spain under the guidance of Rafael Altamira y Crevea and the national and international alliances and bonds that he established upon his return to Mexico since 1936. I argue that the prestige as an academic and historian allowed Zavala to be one of the creators of publications such as Revista de Historia de América and fundamental promoter of institutions such as El Colegio de México where he trained multiple generations of students and researchers. The research ends at 1950, his last year as director of the Historical Studies Centre. In this work I use archival and bibliographic sources that have been scarcely studied before. [ABSTRACT FROM AUTHOR]

The article offers information on the conference "Historiography and History Education in the South Slavic and Albanian Speaking Regions," organized by the Georg Eckert Institute for International Textbook Research, the Institute for National History and the Institute of Spiritual and Cultural Heritage of the Albanians in Skopje, Albania, from June 3-4 2015. Topics discussed include the analysis of history textbooks, family and household structures, and urban development in Pristina, Serbia.

El artículo discurre sobre la importancia de la historia en las acciones del presente. El autor comenta sobre el fenómeno de las recreaciones históricas y examina las lecciones que se puede recoger para aplicar al mundo de hoy. También se considera el concepto de la historia viva o la idea que la historia y los eventos históricos repiten.

The article discusses the author's impressions concerning the historiography of slavery in the African Atlantic region in classroom teaching. The article examines the study of statistics concerning the numbers of Africans sold into slavery, the mortality rates of slaves, and slave profits. It also discusses the question of the possibility of slave rebellions and the relative lack of slave resistance posed by students, and scholarship on the historiography of slavery.

This article surveys the writing of Chicano/a history since its inception and reflects on why scholars have been concerned with certain issues and how they have written about them. Born from the tumult of the Vietnam era, the field has challenged the status quo and emboldened those communities from which Chicano/a historians come and which they ultimately serve. Given the generation-long development of Mexican American history, this article focuses on Chicano/a historiography, with some commentary on the recent emergence of Latino/a history and the future directions that this field may take. It engages three questions that have driven the field: What forces engendered the ethnic Mexican community in the United States? Who comprises it? And how does the past bear on the present? [ABSTRACT FROM AUTHOR]

The University of the East, for 65 years has been responsible for providing a comprehensive education in tune with the scientific development, for it has used the magazine as an organ Santiago disseminator of cultural performance and research of its faculty. Thus began to publish volumes of humanistic and social science, which deals with historical, literary, linguistic, economic and sociological. Hence the present investigation has the purpose to make a historiographical approach to studies published by the magazine Caribbean. [ABSTRACT FROM AUTHOR]

The article presents a report on a conference on film and history, convened in Munich, Germany, on June 21, 2013. Topics of discussion included the representation of history in documentary films, films as historical sources, and the use of film in history education. These topics were discussed from the perspectives of both historiography and film-making.

The debate about the images of black people history in textbooks produced in Brazil in the second half of the twentieth century brings us to the analysis of key historiographical interpretations developed over slavery in the same period. These historiographical approaches, one way or another, have influenced the reading of the authors of textbooks in the field of history in regard to this issue. In this sense, this paper will address the representations of black people wrought by historical discourse from dialogue with the academic knowledge of history and during school. Throughout this essay we will present the two arrays interpretive recurring - Gilberto Freyre ("racial democracy") and Florestan Fernandes ("denouncing violence of slavery and racism") - on the subject of slavery and black people, trying to establish their difference, points of confrontation and the ramifications of his theses on history teaching. [ABSTRACT FROM AUTHOR]

The article reviews the conference "Empirische Geschichtsunterrichtsforschung," held in Essen, Germany, from September 4th to September 9th, 2012, presenting empirical research regarding methods of history teaching. Topics included a proposed methodology for assembling a bibliography of the field, a Swiss pedagogical project including the video release, Geschichte und Politik im Unterricht (History and Politics in the Classroom), and an evaluation of pedagogical methods currently in use alongside proposals for new methods.

The proposal for a scientific study of religions (Religionswissenschaft) was born of the scientific impulse that swept Europe from the mid-nineteenth century and that gave birth to the study of history itself as a scientific and autonomous discipline. Increasingly, however, historians of religion abandoned historical methods altogether and the study of religion became associated with an ahistorical approach in which "history of religions" became a synonym for assembling a phenomenological corpus of truncated and decontextualized cultural data, the temporality of which was disregarded in favor of claims to their being manifestations of a sui generis sacrality. A history of religions, informed by the insights of the new cognitive sciences, can draw upon well-founded theory that can supplement and provide correctives to traditional historiographical tools. Nevertheless, the weight of the 150 history of the study of religion suggests that the future of the study of religion will inevitably differ little from that of its past. [ABSTRACT FROM AUTHOR]

A proposal is made suggesting the inclusion of historiography (i.e., historical research and the writing of history) into graduate technology teacher education. In particular, a strategy is for- warded to have graduate students in technology teacher education, who are working at schools in different locations, conduct historical research and write histories describing how local inhabitants transmitted technical learning dating back to the earliest human inhabitants. There are potential benefits for the graduate students, the students they teach, and the field of technology teacher education. Collaboration among institutions is recommended. After arguing for the proposal, this article uses a personalized historical narrative approach to evoke a connection with the reader that is not possible with more impersonal approaches and thus illustrating some of the richness of historical techniques. [ABSTRACT FROM AUTHOR]

Despite the development that historical studies have suffered in recent decades, there are not too many contributions that historians have made about the work they perform, the difficulties they have when they do their job or about the importance that their intellectual work has in the cultural development experienced by the society in which they live. That reality is reflected in the image that society has our craft about. In this way, the problems which historians have in this work, the scanty diffusion of the values which historians should make their scientific work with, the scanty presence of historians in the mass media, as well as the inadequacy of theoretical and practical education of the students of History in the University, are reasons to think that the society don't have a clear idea about, not the importance of History, but the importance about the use the work we do has and the importance of the legitimacy and honesty of our academic work and our researches. [ABSTRACT FROM AUTHOR]

An interview with Mexican historian Josefina Zoraida Vázquez is presented. When asked about her university studies, she discusses her time at the Universidad Complutense in Madrid, Spain when she ran into problems with censorship by the Catholic Church when doing historical research. She discusses pursuing graduate studies at Harvard University under the guidance of American colonial historian Bernard Bailyn and her efforts to keep informed about the historiography of U.S. and Mexico.

The article discusses how to improve secondary school instruction by expressing the importance of historiography to prospective teachers. The author argues that high-school history courses are fact-centered and do not promote an understanding of history as a discipline. The Content Specialty Test in New York is mentioned and the author argues that the test does not measure a person's ability to apply key historical concepts. The author also details several assignments she gives to her students including one in which she allows her students to use only archival primary sources.

The celebration of the 200 years of the May Revolution invites us to review History, its interpretations and its teaching. To do this, it is necessary to have a look at school, which is a key institution in the reproduction of patriotic narratives from the past. It is expected to make an approach to the school commemorative practices with the aim of investigating how permeable the school is before the new knowledge and disciplinary perspectives. The resistance of some practices that persist within institutions will also be taken into account. The possibility of incorporating disciplinary updating in History teaching will allow us to construct more historiographic visions of the past so as to denaturalize the "mythical" accounts of the national past. The sample that supports this investigation is made up of a set of school ceremonies held in primary schools from the city of General Pico. This work intends to contribute to the reflection on school practices, its connection with the area of Social Sciences and the relationship between the spaces of historiographic production and those spreading strategies which allow the incorporation of disciplinary updating in the school field. [ABSTRACT FROM AUTHOR]

This article explores the process of defining professional history and ideological frames used to contain American Indian history. The author reflects on the isolation of professional history from Aboriginal scholarly criticism and Indigenous professionalism. The subjectivity, marginalization, and displacement of Aboriginal people are considered in relation to the production of history. The role of myths of origin in maintaining the professional boundaries is also noted. Other topics include technologies of exclusion, Aboriginal historiography, and under-representation of Aboriginal people in history departments.

The article outlines Russian historiography on one of the most troubled episodes in Soviet history—the deportation of populations on an ethnic basis, sometimes in fact of entire national groups. The topic is sensitive since the impact of this practice has continued to trouble Russian politics in the post-Soviet period, and to an extent also the politics of other Soviet successor states. As a result, it is not surprising that historians writing against the backdrop of contemporary developments have tended to put varying emphases on the deportations and occasionally even to differ regarding the facts. [ABSTRACT FROM AUTHOR]

The article discusses the historiography and evolution of studies of U.S. President Abraham Lincoln. The author talks about how declining sales in the publishing industry are affecting university presses. The author also suggests different approaches to Lincoln studies, including biographies of neglected figures. Another suggested field of study is the demonization of Lincoln during his own time. Inconsistencies in Lincoln studies are also mentioned. The article "Lincoln 2.0," by Matthew Pinsker, published within the same issue, is frequently cited.

This article analyzes the factors behind the rise of global history, identifies its contours, and sketches its areas of focus, including such fields as comparative, transnational and croisée history. It also details the main obstacles that it should confront and the challenges it offers to history tout court. Based on the disquisitions that this historical perspective offers, the author provides some clues of how to make global history a focus for the study of the contemporary historical present. [ABSTRACT FROM AUTHOR]

The article describes a group assignment to describe and analyze how particular historical themes or periods such as the Middle Ages are used in different contexts in contemporary society. Other themes and periods include Vikings, pirates, botanist Carl Linnaeus, World War II, and communism. The author discusses student presentations and a theoretical model and typology developed by historian Klas-Göran Karlsson. Other topics include commercial aspects of mythic history, tourism and local identity, and the political uses of history.

An essay is presented which explores U.S. church history and the secularization of history studies in the twentieth century. In this article, the author discusses aspects of his religious upbringing in the Orthodox Presbyterian Church and his religious-based studies at Haverford College, Yale University, and Westminster Theological Seminary. He is critical of historical research trends that seek to deny or ignore the fact that religious beliefs helped to shape American culture and character.

This article examines research and teaching of history at the University of Tartu at the end of the 19th and the beginning of the 20th century. The conditions which determined the development of research and teaching of history at Tartu University at that time were created by administrative methods: the university reform in 1889-1895 and, as a consequence, the renovation of the professorship of the historical chairs of the Faculty of History and Linguistics. It was interrupted by administrative methods as well: the evacuation of university in 1918 due to the German occupation during World War I to Voronež. In this period the University of Tartu employed the historians graduated from Petersburg, Moscow, Kyjiv and Tartu universities. After Tartu these historians worked at the universities of Petersburg, Moscow, Kyjiv, Kazan and Voronež. The Petersburg historical school, represented at the University of Tartu from the beginning of the period under consideration, prevailed throughout this period. Remarkable research conducted by historians at the University of Tartu in this period expressed in the numerous publications of historical sources, of periodicals and also the successful training of specialists of history greatly enhanced the potential for further development. [ABSTRACT FROM AUTHOR]

The article, concluding a forum on the study of American Jewish history and its place in the larger field of U.S. history, responds to preceding articles by Hasia Diner, Paula Hyman, Alan Kraut, and Tony Michels on the author's first article. Topics addressed include: the development of Jewish studies in the United States; the author's concepts of "communalist" and "dispersionist" approaches to American Jewish history; American Jewish feminism; antisemitism in postwar American academia; post-Jewish and, more broadly, "postethnic" culture; and others.

The article responds to the preceding article by David A. Hollinger on the study of American Jewish history, and why it has been overlooked withing the larger field of U.S. history. Hollinger's concepts of the "communalist" and "dispersionist" approaches to American Jewish history are discussed, and his assertion that American Jewish historians have been overly communalist, or concerned primarily with self-consciously Jewish people and organizations, is critiqued. Also discussed are the concepts of multiculturalism and Jewish identity in the United States.

The article responds to a preceding article by David A. Hollinger on the study of American Jewish history and its place in the larger field of U.S. history. Hollinger's concepts of "communalist" and "dispersionist" approaches to American Jewish history are reviewed, and the atmosphere of antisemitism that remained in American academia in the 1950s and 1960s is discussed, including the prejudice faced by Jewish graduate students and professors. The author then relates his own experiences as a Jewish historian.

The article discusses how to define American Jewish history, and how it relates to the larger field of U.S. history. Two approaches to American Jewish history are defined: the "communalist" approach emphasizes Jewish organizations and institutions and the activities of people with an active Jewish identity, while the "dispersionist" approach studies the lives of members of the Jewish diaspora independently of their personal involvement with Judaism or "Jewishness." Also discussed is the concept of "post-Jewishness," and the related "postethnic" concept.

The article responds to the preceding essay by Thomas W. Zeiler on the state of U.S. diplomatic history as a field, and its re-entry into the mainstream of historical study through an increased focus on international history, or the study of the United States in the global context. The author argues for not allowing the field to go out of balance in the opposite direction, through too much focus on international politics at the expense of U.S. domestic affairs. He argues for the importance of U.S. policy and politics, using the history of the Vietnam War as an example.

The article responds to a preceding essay by Thomas W. Zeiler on the state of U.S. diplomatic history as a field, and its re-entry into the mainstream of historical study through an increased focus on international history, or the study of the United States in the global context. The author takes issue with Zeiler's focus on the centrality of the state and state power, and with the idea that diplomatic historians have led their own field back to the mainstream. She argues that in many ways they were pushed by other subdisciplines, such as ethnic, postcolonial, borderlands, transnational, and world history.

The article responds to a preceding essay by Thomas W. Zeiler on the state of U.S. diplomatic history as a field, and its re-entry into the mainstream of historical study through an increased focus on international history, or the study of the United States in the global context. The author takes issue with Zeiler's wish to retain the state and state power as topics of central relevance for the study of diplomatic history; she argues that power and the state have never been a focus only of diplomatic history, and that furthermore, foreign relations scholarship has explored important areas not shaped by state power.

The article responds to a preceding essay by Thomas W. Zeiler on the state of U.S. diplomatic history as a field, and its re-entry into the mainstream of historical study through an increased focus on international history, or the study of the United States in the global context. The author finds Zeiler overly optimistic about these developments and discusses three potential risks that they raise: the return of a belief in American exceptionalism among U.S. diplomatic historians; methodological difficulties raised by trends in transnational research; and related difficulties in producing genuine historical syntheses.

The article discusses the transnationalization or internationalization of historical writing, with historians from different countries cooperating and collaborating with increasing ease and frequency. In particular, the article traces this trend among American historians, examining their interest in world or global history, exploring patterns in American historiography of situating the United States in a global context, and also discussing contrary trends among historians whose focus is exclusively national.

This article discusses the use of old textbooks in teaching the evolution of historical interpretation to students based on the author's experience. Educational scholars have emphasized the importance of using history to teach students about making conclusions. Engaging students in historiography is an efficient way to help students become critical historical thinkers. One of the objectives of the lesson provided by the author to the students is to challenge students to identify patterns in the way events are interpreted over time.

The purpose of the present text is to investigate the function and the importance of hermeneutics procedures in Dilthey's project, which is focused on basing the sciences of the spirit. Dilthey supports his idea of sciences of the spirit on the notion of experience that is a set and temporary expression of life that understands from itself. There is where hermeneutics acquire importance in Dilthey's project and potentially become an alternative to displacing psychology as the methodological basis of sciences of the spirit. [ABSTRACT FROM AUTHOR]

The article explores the influence of the linguistic turn on historical writing in publications such as the "American Historical Review." The author reflects on interest in material culture and physical objects in the text. The article also discusses cognitive science and other influences on historiography including the development of academic fields such as gender studies, postcolonialism, racial identity, and feminism. Other topics include postmodern influences, post-structuralist understanding of discourse, and academic production.

The relations between indigenous society and the academic research in Brazil consist on the object studied of this paper. Therefore, ponder about the eurocentrism present on the traditional historiography. Finally, discuss around the modern schedule of this theme in the scholarship practices. [ABSTRACT FROM AUTHOR]

Towards the end of the nineteenth century, and because of the massive presence of immigrants in Argentina, particularly in some provinces, such as Santa Fe, sought to use education as a means of nationalization, giving in this process a significant role to the teaching of History. This article analyses the history texts produced in this context by three intellectuals of Santa Fe, closely linked to the education system, and considers the objectives wanted by undertaking the writing of memory into three different levels: the nation, the province, and the city. [ABSTRACT FROM AUTHOR]

This article examines the work of historian Joan Scott on the study of gender in Chinese history. The author feels China's history has gender characteristics that differ from Western history but Scott's work still provided a valuable guide to Chinese historical analysis. It enlarged the scope of women's history beyond male-female relationships to analyze all types of power relationships. Scott urged studying how gender informed all social, political and cultural institutions. Since the publication of Scott's essay "Gender: A Useful Category for Historical Analysis," gender studies in China have proliferated.

Information about an online discussion between U.S. social historians regarding the study of digital history is presented. Subjects under discussion include the definition of digital history, primary sources such as blogs, web sites, email, music, historic images, film clips, databases, and the Google project to digitize books.

This essay examines how and why historiography—defined to mean the study of the history of historical writing—first emerged as a legitimate subject of historical inquiry in the United States during the period from 1890 to the 1930s by focusing on the practice of historiography by three of the most influential American historiographers whose work spans this period: J. Franklin Jameson, John Spencer Bassett, and Harry Elmer Barnes. Whereas the development of historiography as a field of study signified a recognition that historians and historical writing are themselves products of the historical process, American historiographers in this period at the same time used historiography to further a scientific ideal of objectivity that was premised on the belief in the ability of historians to separate themselves from that process. Modern scholars (notably, Peter Novick) have attributed to scientific historians like Jameson and Bassett a simplistic and naive positivism; but the ability of these historiographers to recognize the subjective character of historical writing and yet affirm a belief in objectivity reveals that their understanding of historical truth was more complex than modern scholars have acknowledged. In turn, by questioning the belief that the historical profession was originally founded on a naïve faith in the ideal of objective truth, I demonstrate that New Historians like Barnes were more similar to their predecessors, the scientific historians, than they (or later scholars) acknowledged. Thus, rather than portraying the shift from scientific history to the New History as a linear trajectory of development from objectivity to a more relativist viewpoint, I argue that New Historians like Barnes at once expressed a greater recognition than his scientific predecessors of how historical writing was the product of its context, while still insisting on his commitment to an ideal of objectivity that divorced the historian from that context. [ABSTRACT FROM AUTHOR]

In this qualitative research study, the author investigated social studies teachers' conceptions of history by conducting in-depth, semistructured interviews with 12 in-service teachers. Results indicated that participants tended to look at the outcome of historical knowledge construction without considering its process or mentioning forces that shape historical writing. Rather than considering the whole relationship or interplay between the past, the recorded past, and the historian, participants observed a part of the relationship among distinctive yet interrelated components of history. A realistic view of the world and a naive epistemological view of history seemed to characterize the conceptions of most participants who viewed history as objective knowledge. Most participants did not perceive the relevancy of intellectual foundations of history to their profession and professional development. [ABSTRACT FROM AUTHOR]