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National canons of history sparked intense debate among historians over the last years, history educators have regularly shown concerns regarding these canons. The main arguments are that history is instrumentalized for political purposes, and that canons are incompatible with multiculturality. In this study, the cases of the Netherlands and Belgium (Flanders) are used to discuss these concerns. The aim of this article is to gain a more complex understanding of the use of canonical discourse in the setting of history education. The current study actualizes and reconsiders Banks' typologies of knowledge, and applies them to multicultural history education. Hence, the canon debates in the low countries are contextualized from an international perspective of debates on canon and history teaching. It is argued that both national canons specifically intend to confront popular knowledges and historical myths with academic historiographic discourses. More particularly both canons seek to include discourses on minority groups and multiculturality, which may benefit the use of transformative knowledge in history education. The use of canonical discourses however must not be reduced to transmission. Beside qualification history education also strives towards socialization and subjectivation. It is discussed how a thoughtful use of canonical discourse may add to realizing these purposes of education. [ABSTRACT FROM AUTHOR]

This article explores how recent curricular reform in Australia has been responsive to a culture of redress. It argues that taken together, the 2008 National Apology to the Stolen Generations and the 2010 national curriculum reform marked a turning point, whereby settler colonial injustices have since been systematically included in the curriculum. This is explored through a case study analysis of the two iterations of the Victorian Curriculum: History post-Apology— 2012 and 2016—the latter of which remains in current use. Using discourse analysis methods, this article argues that the inclusion of colonial injustice in the post-Apology era signals a consensus that has emerged around the significance of representing injustice in history curriculum, and by extension, for shaping future citizens. Through close textual analysis of the curriculum documents, this article finds that representations of historical injustice have been organized by four frames: memorialization, equivalence, personalization, and human rights. It argues that these frames curtail opportunities for the development of an understanding of the structural character and effects of settler colonialism, and limit consideration of the longer history of Indigenous sovereignty and self-determination. These failures raise questions about how impending reforms might respond to the contemporary political context where treaty negotiations and formal truth-telling with First Nations' polities are unfolding. [ABSTRACT FROM AUTHOR]

A growing body of research has underscored the importance of inquiry-based methods in history teaching, yet the organisational and cultural contexts within which teachers work and how these impact teachers' practices have received little attention. This article employs the job demands-resources theory to examine factors that inform the classroom methods of secondary history teachers in Ghana. A qualitative approach involving in-depth interviews and lesson observations was used to explore this issue. Results show that teachers in Ghana report high levels of workload that are disproportionate to the resources available in their schools of practice. This resulted in pressure and anxiety to achieve curriculum coverage in response to testing and accountability regimes. The article concludes that tensions between job demands and resources form a disincentive against the implementation of inquiry-based pedagogies in Ghanaian schools. The article draws implications for curriculum design and stakeholder engagement. [ABSTRACT FROM AUTHOR]

This article traces the convergence of state redress and the educational construction of citizenship from the 1990s onwards in Australia. It examines how successive settler political leaders used the education of a historical consciousness—settler citizens' relation to past, present and future—as a core strategy to seek resolution to the problematic national past. The article examines key political speeches that sought to mediate the settler nation's past in light of growing international and domestic pressures, including Keating's 1992 Redfern Park speech and Rudd's 2008 Apology to the Stolen Generations, and one of conservative backlash: Howard's 1996 Menzies Lecture. Rudd's subsequent national policy agenda of apology and an Australian Curriculum sought to inaugurate a new era in the settler nation's history. That program was embodied by the figure of the future citizen positioned to reckon with the nation's unjust past, a task inscribed in the inaugural national history curriculum. [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]

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]

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]

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]

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]

This article aims to understand the proposal of the National Common Curricular Base (NCCB) for the teaching and learning of indigenous history and culture in the curricular component of History, in the final years of Elementary School, in order to have an understanding of what should be worked in this stage of Basic Education. This is a documental and bibliographical research, with a qualitative and exploratory approach, having the objects of knowledge and Skills of the NCCB of History from 6th to 9th grades, related to indigenous peoples, as the corpus of analysis. It is believed that despite the existence of discourses in defense of cultural and identity diversity, as well as teaching that promotes knowledge of indigenous peoples and their historical, social, economic and cultural contributions, the NCCB, in part, structures the curricular component of History from a traditional and Eurocentric perspective, dividing its teaching in a quadripartite manner and placing European peoples at the center of the historical narrative. [ABSTRACT FROM AUTHOR]

In its concern with orienting students in relation to past, present and future, history education is crucially placed to pioneer generative approaches for making sense of change over time and to equip students to critically scrutinise meanings of history. Impending climate catastrophe, the still unfolding global pandemic and rising xenophobic populism are interconnected crises that demand an expansive view of historical understanding that might equip students to recognise the myriad, powerful ways that meanings of history are imagined and mobilised in human societies. Yet, in the history curricula of Western nation-states, that task remains remarkably narrow, focused on the kinds of knowledge and understanding that modern historical thinking can produce. Our focus in this article is two-fold. First, we show how history curriculum in Australia, Canada, and the United States already implicitly conveys meanings of history – which we label 'teleological'—and provides only limited opportunities to engage critically with alternate meanings of historical change. Second, we canvass some expanded and enlarged forms of historical thinking that embrace discontinuity, rupture and more-than-humanness that might help students and teachers imagine radically different futures. [ABSTRACT FROM AUTHOR]

World history curriculum in the United States is Eurocentric. By downplaying contributions from non-Western societies, state standards of world history in the modern era create a narrative of the West as a driver of progress and Europe as the primary protagonist of global events. Research further shows social studies teachers rely on such state standards in developing their curriculum. Utilizing the concept of curricular instructional gatekeeping as a framework, I argue it is important for world history teachers to consider what global content and narratives they allow students access to and think of ways they can make their curriculum more inclusive. I present a lesson I conducted with pre-service teachers as an example that preparation programs and/or in-service providers may utilize to assist teachers in developing a more global world history curriculum. [ABSTRACT FROM AUTHOR]

This article analyzes the representations and uses of history education of future teachers of Primary Education through questionnaires and interviews answered by 150 students of the first and last year of the Degree in Primary School Education at the University of Valencia. Through these instruments we examine their school memories, their conception of History and the influence of the four years of initial training in the way of understanding and representing school History, paying special attention to the relevance of a greater or lesser didactic-disciplinary training in this specific subject. The results point to the influence of memories and previous experiences in the way of conceiving and thinking about history education and to a greater lack of coherence between discourse and praxis among those students with less training in History and its didactics. [ABSTRACT FROM AUTHOR]

This roundtable explores the art and purpose of teaching histories of peace and justice. Invited by Peace & Change, the participants share their experiences and ideas as teachers of college courses in history, interdisciplinary studies, and sociology. They offer fresh perspectives on how we can engage with the intertwined nature of peace and justice. [ABSTRACT FROM AUTHOR]

Current studies in the field of history as a science and as a discipline show us that it is in a permanent transformation, due to the increase in the level of complexity it entails, by reconsidering previous results and then by new methodological approaches. Our research is based on history as a didactic dimension and less on the history-science component, because as a discipline history has an important contribution to defining the cultural model in which people move, without particularities of age or gender, etc. Second, our analysis considers the constants and variables that have marked the discipline of history in the last 30 years. [ABSTRACT FROM AUTHOR]

This article analyses the extent to which history education (HE) in Turkey adheres to the HE principles proposed by the Council of Europe. A compulsory history textbook is analyzed in detail. The analysis finds an understanding of HE that marginalizes minorities due to nationalist and militarist content. The Atatürk's Principles and History of Reforms (APHR) course also fail to include controversial historical issues and does not adopt a multiperspective approach. Thus, a vital question has emerged: Is the APHR a course that serves to develop universal values such as respect for differences, a culture of inclusion, and support for democracy, or does it continue to be used solely as a tool for reproducing national values or more precisely, the dominant groups' values? This question reveals the significance of developing a HE curriculum in Turkey and elsewhere that reflects current realities and also supports intercultural dialogue. [ABSTRACT FROM AUTHOR]

The article explores the commitment of historian Bernard Bailey in teaching after his retirement through the course, History 2910. Topics discussed include the reason of Bailey for accepting the challenge of teaching after his retirement as requested by Harvard University's History department chair William Kirby, the syllabus used by Bailyn in the class in the fall of 1996, and Bailyn's introduction of history as a form of literary art.

In the article, the author discusses the value of integrating information literacy (IL) procedures and competencies into historical teaching and research. Other topics include the challenges faced by historians when conducting online and digital research, the "Information Literacy and Cultural Heritage for Lifelong Learning" model developed by Kim Baker, and how IL instruction can be included into an undergraduate history curriculum.

History education has been instrumental in transmitting collective memories across generations while sustaining national traditions. Many nations use history education to instill national memories in their future citizens. In the current Jewish context, history is arguably a dominant cultural discourse. History education is deemed central to preparing future Jewish citizens of Israel. In particular, Zionist scholars and educators use the Bible as their primary text, providing an infrastructure of history and myths for this national ideology. In order to investigate the relationship between political ideology, education, and national memories, this paper explores the ways in which the Hebrew Bible and Jewish history are being taught interchangeably in Jewish-Israeli schools. Drawing on various source materials (such as political videos, school curricula, and textbooks), the paper retraces the origins of this conflation, critically examines its goals, and suggests possible effects it may have on the formation of children's and adolescents' collective memories. [ABSTRACT FROM AUTHOR]

The article describes the development of the subject "Werken" in Austria. "Werken" is a subject primarily taught in general education schools and begins in primary school. In secondary level I, "Werken" is understood as preparation for further specialized training. In secondary level II, there is only the mixed subject "Bildnerisches Gestalten und Werkerziehung" in upper secondary schools. The Pedagogy Package 2020 enables the further development of the curriculum and the social embedding of the subject. "Werken" is considered an applied research subject, in which competencies are acquired within a comprehensive research, development, and design process. The understanding of the subject emphasizes the importance of innovation and the integration of methods from other disciplines. Three competency areas are defined: development, production, and reflection. The teaching is based on a research-based approach and promotes individual insights and innovations. Transdisciplinary connections are established and new perspectives on subject content are opened up. The article deals with the subject "Werken" in Austria and the changes that arise from digitization and a focus on sustainability. Competence acquisition is achieved through one's own actions and is now increasingly evaluated in the process of work. Digitization poses new requirements for the subject and at the same time offers new possibilities. Dealing with natural resources and the design of living spaces are considered important core values of the subject. "Werken" is seen as a unique subject that is in demand both in the working world and in personal development. The term "Technik und Design" (Technology and Design) is proposed to clarify the content focus of the subject. The implementation of the changes remains a challenge that the subject community looks at optimistically. [Extracted from the article]

A comparative analysis of Irish history at school in the two parts of Ireland from 1921 to the 1990s is proposed here through an examination of history curricula and textbooks. The main focus is on the 1980s and 1990s, which were pivotal decades, usually described as having brought about a gradual convergence between the Republic of Ireland and Northern Ireland in terms of the treatment of Irish history within a wider context and related conceptions of Irish identity. The article argues that the new perspectives in fact reveal a dual trend, with elements of convergence but also enduring or even consolidated aspects of distinctiveness or divergence, in the treatment of both Irish history and European history: the more open, more transnational approaches of Irish history went hand in hand with a consolidation of state and regional identifications, as well as with a different view of the place of European history. [ABSTRACT FROM AUTHOR]

This paper brings together the ideas of three writers from the 1880s who argued for an enhanced status for history in the school curriculum. Although there is superficial agreement between the writers in calling for history to develop children's citizenship and patriotism, each conceives these values differently. Focusing on the teaching of history to children in elementary and third-grade schools, this paper suggests that the considerable plurality of views among advocates of history reflects the underdeveloped disciplinary identity of history in the Victorian academy. However, the paper also contends that, in considering the pedagogic complexity of teaching history to children, these writers were engaging with epistemic debates – about the place of myth-histories and the processes of narrativisation – that would not exercise historical philosophers until the late twentieth century. Then, as now, the school curriculum proved fertile ground for discussion about what history is, and what it is for. [ABSTRACT FROM AUTHOR]

In the article, the author discusses world history education worldwide, particularly how world history is integrated in the curricula of universities, colleges and precollegiate schools in various countries. Topics include how American models were used by other countries to teach world history and the performance of world history education in the U.S.

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.

This paper presents the results of a comparative study that seeks to identify conceptions of the importance of four types of formal content in history teaching (periods of history, cross-cutting themes in history, history of places, and national historical processes) among a group of Colombian (M = 764) and Spanish (N = 648) students in the last year of compulsory education in the cities of Bogotá and Murcia, respectively. A descriptive approach was followed based on a closed-ended questionnaire relating to historical consciousness, with item responses measured on a Likert scale. The results support the idea that the interest shown by students in the formal content proposed is an indicator that calls for a critical review of the structure and organization of history curricula in the two contexts studied. [ABSTRACT FROM AUTHOR]

This paper reports a Critical Discourse Analysis (CDA) exploring the nature, causes and epistemic effects of knowledge recontextualization in the 'official' Key Stage Five History curriculum in England. "Recontextualization" refers to inevitable changes that occur to knowledge as it is 'pedagogized', due to the value-laden practices and contexts which enact and shape curriculum-making. Five accredited examination specifications and three 'generative' policy documents were analysed using Fairclough's methods and interpreted through a Bernsteinian theoretic lens. Five problematic forms of knowledge recontextualization will be discussed: canonization; commodification; de-diversification; knowledge made static; and epistemic inconsistency. The application of CDA to everyday 'official' curriculum artefacts illuminates the role of micro-level 'language-in use' in bringing particular constructions of subject knowledge into being. It is suggested that not all these recontextualizations were intentional, nor fully explainable through macro and meso structural factors. Some had been enacted 'by accident' in the contingencies of fragmented and negotiated local practice. Epistemic and discursive 'literacies' are suggested as key to engendering agentic practice within the official curriculum-making community, as well as enabling teachers to select and pedagogically mediate specifications in line with local epistemic aims. [ABSTRACT FROM AUTHOR]

The challenges of naming a bounded disciplinary body of knowledge for the social sciences has made it difficult to define and clearly articulate 'what counts' for disciplinary learning in school curricula. The shift to 'new' generic skills with an associated autonomy of curriculum content choice and learner‐centred approaches has introduced further challenges for the social sciences. In this paper, we consider what transformative disciplinary learning might look like for two core social science subjects in New Zealand—history and social studies. We begin by outlining what we mean by transformative disciplinary learning in history and social studies. Drawing on two in‐depth classroom‐based studies, we then examine the strategies, practices and processes that supported or undermined transformative disciplinary learning in history and social studies. In the absence of prescribed content, both subjects relied strongly on procedural approaches (historical and social enquiry processes) which helped to sustain some coherency and disciplinary learning. However, poor topic choice meant that students often missed out on in‐depth knowledge and/or opportunities for effective and transformative citizenship engagement. We conclude by highlighting the importance of content selection if students are to widen their horizons and experience transformative disciplinary learning in history and social studies. [ABSTRACT FROM AUTHOR]

The article explains how civic education is included in the subject of history in elementary and secondary schools in Slovenia. History is a compulsory subject taught in elementary and secondary schools and plays an important role in the cultural, social and political education of young people - young citizens. The analysis of current history curricula indicates that they contain civic and patriotic elements in the general and specific objectives and learning outcomes, as well as in the content. The analysis of selected history textbooks shows that Slovenian textbooks include more European history than Slovenian history. The article explains what social and civic competences can be developed and fostered in the subject of history and how elementary and secondary school students can use various examples from the past to develop a positive attitude towards Slovenian identity and the protection of Slovenian cultural heritage, a respectful attitude towards human rights and democratic citizenship, towards different cultures, religions and nations, and responsible sociopolitical activity. It has been noted that history teachers have many opportunities to teach students the relevant values of democratic citizenship and to enable them to know and understand themselves as individuals and as members of the local and global communities. However, more attention should be paid to contemporary Slovenian history and active citizenship. [ABSTRACT FROM AUTHOR]

The provocative question in the title, evoked from a classroom experience, is the starting and ending point of the reading presented on curriculum policies in a post-foundational perspective, based on recent texts by Lopes and Macedo. We argue that thinking about answers to this question is important for the context in which we live in denialism and dispute of truths. Without defending a truth, we want to think of the classroom as a space to privilege processes of subjectification resulting from practices of meaning inhabited by undecidability. Trying to answer the question of the title, we present deconstructionist readings in defense of the school space and the classroom as contexts that enable the creation of the subject that has not yet been invented, and, even so, constantly assume the constituent contingency of the world and that explain all action as a failed practice of attributing meanings, because it consists of difference and supplementation of meanings, which have no origin or possibility of closure, but which demand responses and hyper-politicize educational processes. [ABSTRACT FROM AUTHOR]

This essay explores how both German and international educators mobilised history curricula to reshape German collective identity between 1945 and 1950, focusing particular attention on depictions of the deutsche Vertriebene (German expellees) in curricular plans and textbooks. In the mid-1940s, 12–15 million ethnic Germans were forcibly ousted from Poland, the Soviet Union and other Eastern European states. However, while international authorities considered them 'German', expellees were typically understood as problematic outsiders by the local residents and officials of their neue Heimat (new homeland). It will be suggested that, rather than helping integrate young expellees into post-war societies, post-war curricular reforms reinforced an identity rooted in loss and collective exclusion. More than 70 years later, ageing expellees still challenge public narratives, describing themselves as perpetual outsiders, at home neither in the Federal Republic of Germany, nor in the places and cultures of their memories. [ABSTRACT FROM AUTHOR]

This article discusses historical competence as reading and understanding use-of-history as it is expressed in different texts. Students need to develop competence in the use-of-history in order to approach the diversity and complexity of uses of history in our time. The use-of-history is also an aim in the curricula of Nordic countries. This capacity is, however, rarely operationalized in current research on historical competence. This article coins the concept of 'performative historical competence', meaning use-of-history as symbolic action. We argue that Kenneth Burke's dramatist theory allows students to examine how history is used in different ways for different purposes in different content and contexts, thus allowing a more conscious, critical and creative approach to the use-of-history as symbolic action. This by emphasizing history based contradictions, competition and conflict as constructs rather than given by nature. In turn, they can be redefined. This can be an empowering process. [ABSTRACT FROM AUTHOR]

This study examined the effect of YouTube audio-visual documentaries (YAVDs) on students' achievement and interest in History in Enugu state, Nigeria. Six hypotheses guided the study using a quasi-experimental research design. Multi-stage sampling techniques were used to sample 70 Senior Secondary two students (SS2) in four intact classes. Data were collected using History Achievement Test (HAT), which yielded 0.65 reliability index using Kuder-Richardson Formula 20 (KR20), and History Interest Inventory Scale (HIIS), which yielded 0.78 reliability index using Cronbach Alpha. Analysis of Covariance (ANCOVA) was used to test the null hypotheses at.05 significant level. The findings revealed that there was a significant difference between the achievement and interest of students taught History using YouTube Audio-visual documentaries (YAVDs) and those taught without. Recommendations focused on teachers' empowerment by the governments on how the use of YAVDs in teaching History. [ABSTRACT FROM AUTHOR]

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 level, different governments have attached competing rationales to the study of Asian histories and cultures. However, little is known about the extent to which these policy discourses influence state-based history curriculum. This article examines the Asia education policy/history curriculum nexus by analysing the relationship between the broader socio-historical policy contexts in which senior secondary curricula were created and the ways Asia-related histories are positioned within the Victorian Certificate of Education (VCE). Framed as a history of the present it considers how these contexts constitute the discursive conditions of possibility for the representation of Asia. It argues that although VCE History was influenced by national Asia education policy discourses in the mid-1990s in particular, more recently Asia-related history has not expanded or diversified, even though Asia and Australia's engagement with Asia has been prioritised in the Australian Curriculum. It is important to investigate these inconsistencies to better understand the complexities that shape curriculum and the study of Asia-related history, and to trace the historical development of Australia–Asia relations through education policy. [ABSTRACT FROM AUTHOR]

The author discusses various challenges for teachers in teaching the Paleolithic era, particularly when ongoing discoveries change previously held conclusions and perspectives at a relatively high rate. The article examines research about the Upper Paleolithic era, world history scholarship, and U.S. curriculum regarding the Paleolithic era.

In this study, it was discussed whether the governments had an impact on the curriculum in the last period of the Ottoman Empire in order to educate acceptable citizens, and the change/transformation of the curriculum was handled focusing the history course in this process. In this context, the effect of governments on the curriculum were questioned through the changes in the content of the courses, course hours and changes on history course in Mekteb-i Sultani, which was established in a period when different political conditions and actors were efficient. In this research, document analysis method and content analysis technique were used. In the programs, it was found that the political conditions of the period and the perspectives of the political actors were reflected in the curriculum and the content of the history course. As a result, because of the lackness of uniform understanding during the reign of Abdulhamit the Second and in the period of Committee of Union and Progress, it caused the need to create curriculum frequently which was shaped by the political view of the government and the conditions of the period. [ABSTRACT FROM AUTHOR]

The curriculum is often the target of reform and governments use a range of accountability measures to ensure compliance. This paper examines the decisions schools in England make regarding history provision, in a period of curriculum change, and the potential consequences of these decisions. Drawing on a large, longitudinal data set, of primary and secondary material, the study examines the relationship between the number of students entered for public examination in history in England and a range of situated and material factors. The data suggest that particular measures of accountability are effective in shaping school decision-making, but the type of school, socio-economic nature of the school intake, and students' prior attainment are also important factors in understanding the decisions made. This does result in an inequitable access to history education; this inequity exists between different types of schools and socio-economic areas, and is also evident within schools where students with low prior attainment are less likely to be allowed to study history. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This exploratory study presents an example of how a historical contextualization framework can be used to develop and implement a lesson unit on Cold War events. The effects of the lesson unit on students' ability to perform historical contextualization are explored in a quasi-experimental pre-test–post-test design with an experimental (n = 96) and a control (n = 73) condition. The students' answers on a historical contextualization test were analysed. The results indicate that students in the experimental condition increased their ability to perform historical contextualization and displayed less present-oriented perspectives in their answers compared to students in the control condition. [ABSTRACT FROM AUTHOR]

The typical U.S. history curriculum does not ask students to think about justice. While ignoring injustice may reduce controversy in the classroom, critically thinking about justice engages students and prepares them to be citizens in an often contentious democracy. This article proposes five characteristics of history curricula that support critical thinking about justice. These characteristics center research on culturally responsive education and justice-oriented citizenship that is applicable to the discipline of history. Studies on justice-oriented classrooms and teaching about controversy are cited to show the irrelevance of curricula that ignore injustice, the benefits of engaging controversies in history, and the way in which studying injustice in history prepares students to actively oppose current injustices. The five characteristics that support critical thinking about justice and history (CTJH) are then implemented in a series of lessons and a culminating task that demonstrate how CTJH could be implemented in a U.S. history unit on western expansion. These lessons ask students to evaluate the ideals of "Manifest Destiny" from a justice-oriented perspective. Students are tasked with making connections between historic events and primary sources which demonstrate a belief in the supremacy of White American culture throughout U.S. history and current arguments that criminalize Latinx immigrants. [ABSTRACT FROM AUTHOR]

What do secondary school students in Ontario, Canada, need to know about the world in which they live in? How did a secondary school 'World Politics' course that emerged in Ontario in the 1960s address this question? The 'World Politics' course that emerged in the 1960s clearly came about as a result of societal and educational developments. Educators in nineteenth-century Ontario felt no need for such a course. In more recent times, post-Second World War, the discipline of history underwent dramatic upheavals. The opportunities for new courses meant possibilities to reach out to new groups of students. Simultaneously, with this change, the importance of international relations in the history curriculum was reduced but this also allowed for its re-emergence elsewhere. Finally, 'World Politics' emerged as one of the responses to the need for an understanding of a much more complex world. [ABSTRACT FROM AUTHOR]

This article examines the potential of history as a subject to contribute to a "knowledge economy". Global trends in curricula reforms have often emphasised generic competences and development of students' critical thinking to benefit the future economic position of citizens and nations. However, viewing knowledge in these terms presents a reductive view, particularly given that there is no clear definition of the nature of the knowledge which could or should be universally deployed in the pursuit of a "knowledge economy". This paper presents an argument that a focus on "powerful" disciplinary knowledge and "valuable" frameworks of knowledge in areas such as history education, rather than generic competences and skills, would better serve a knowledge economy. Drawing on two empirical studies from England and New Zealand, which present different policy contexts, the paper explores the extent to which the potential of history education is being realised to develop such powerful and valuable knowledge. The data reveal similar patterns in both contexts; despite the history teachers in both countries sharing a disciplinary understanding of the subject this is not comprehensively reflected in the curricula they construct, and there are few attempts to create coherent frameworks of knowledge. This suggests that the opportunities for history education to support the development of a knowledge economy have not been fully realised and exploited. [ABSTRACT FROM AUTHOR]

The article offers information on a roundtable based on presentations of a plenary session at the 26th Biennial Conference of the Southern African Historical Society took place at Wits University in June 2017. Topics discussed include imbalanced rhetoric of nation-building and history teaching, current school history curriculum and limitations and constraints of making history compulsory subject. It also mentions issues of xenophobia and lack of nationhood and social cohesion in South Africa.

The purpose of this qualitative, single case study is to investigate how teacher-created curricula addresses key Native American events in early U.S. history and to determine if such curricula provided students with accurate representations of Native American content. To do this, we used discourse analysis to consider the meanings of words and phrases, as well as the underlying assumptions and intentions of the teacher-created curricula and the experiences it claims to represent. Given the presence and use of dominant narratives to preserve power systems, curricula that deconstructs the colonizing narrative and historical representation of Native Americans can encourage the active destruction of such narratives. By analyzing four teacher-created narratives, we found is that even when a teacher creates content with the intent to be more historically accurate, the curricula still reflects a dominant narrative that privileges White settlers over Native Americans. We then provide suggestions for teachers who wish to design more culturally relevant and appropriate curricula on Native American content. [ABSTRACT FROM AUTHOR]

This study explores the silencing and voicing of sensitive topics in history education from a cross-national and multilevel perspective. In this mixed-method study, we undertook a quantitative analysis of a 'teaching sensitive issues' questionnaire and qualitative analyses of history curricula and teachers' verbal responses. The findings show that most respondents were aware of societal and self-silencing but were also committed to voicing and giving a voice to pupils. Focusing on the issues found to be most sensitive - immigration and Islam - in Germany, Austria, France, Italy, the Netherlands and Israel, the analysis of national curricula indicates a climate of 'voicing' rather than silencing. Analysis of teachers' responses showed strong awareness of the relationship between the sensitivity of the history of immigration and that of Islam and the relationship between pupil diversity and self-silencing on these issues. It appears that, in some cases, apprehension of pupils' voices led teachers to self-silence. [ABSTRACT FROM AUTHOR]