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The article presents an introduction to the model for student instruction known as "Historiography-Based Inquiry (HBI)". The goal of HBI is to allow students to work through the similar processes that historians do when constructing historical knowledge. The article also presents a sample HBI structure framed around an investigation into the role that victim accounts and survivor testimonies have on developing the history of the Holocaust. The sample framing essay provides resources for teachers and students to help them engage with Holocaust history.

As one of the most literary and transdisciplinary cultural practices, speculative design has become one of the best mediums for discussing emerging technologies, the Anthropocene and the ecological crisis. When design history is merely perceived as established knowledge about the past and fails to engage in dialogue with reality or individual interaction, it often struggles to inspire students' agency in learning and willingness to deep involvement in research. Alternative design history, however, serves as a type and method of historiography that actively constructs history and alternatively imagines the past. It aims to situate historical knowledge as the context for design problem exploration rather than an end goal of education. This approach guides educators and learners to co‐speculate on historical design knowledge. By 'reversing' specific elements of historical experience, such as gender mentioned in this article, and employing alternative imagination to form what‐if scenarios and pose inquiries about existing historical facts, a distinct form of 'counterfactual history' emerges that diverges notably from traditional design history. Throughout speculation within 'counterfactual history', students can distinguish between historical facts and realities, which enables students to comprehend the construction of historical knowledge, the individuality of historical narratives, and the standpoint of historical discourse. In this way, it helps students cultivate a historical interest that 'starts from the self', guiding them to foster resilient historical thinking and a critical awareness of reality. [ABSTRACT FROM AUTHOR]

School history textbook narratives of a nation's past often present limited perspectives, which may impede the aim of teaching history from multiple perspectives. Less is known about the influence of including multiple perspectives on students' representations of the past. This study examines the extent to which students include multiple perspectives when processing a schoolbook text that includes multiple perspectives compared to a schoolbook history text containing fewer perspectives. Tenth grade students (N = 104) in four schools were randomly assigned to read one of two texts on the Dutch Revolt and asked to make a summary. Multiperspectivity was analysed through the representation of actors, aspects of scale, dimensions and historiography. The students working with the text having high multiperspectivity showed more perspectives in their representations. In the summaries, these students included significantly more perspectives than did the students using the text with fewer perspectives. Moreover, these students' representations of the main actors were more nuanced. The students using the text with high multiperspectivity situated the conflict in a broader international context and integrated more historiographical dimensions. The insights generated by these outcomes emphasize the important role of textbooks when aiming to teach history from multiple perspectives. [ABSTRACT FROM AUTHOR]

Attempts to frame the memory of military conflicts have often been driven by veterans' organizations whose members participated in the fighting. This article argues that, in the United States, the newly formed American Legion sought to control the national narrative of the Great War as part of its wider, ambitious project of Americanization and "100% Americanism," in particular via the curation and development of a school history textbook intended to deliver its ideology into every schoolhouse in the United States. In so doing, it revealed the contested nature of history writing, the depth of contemporary concerns over the value of history as a discipline and the difficulties of eliding the history of the American past with the concept of Americanization, especially in terms of sectionalism, race, immigration and empire. [ABSTRACT FROM AUTHOR]

Rapid changes in the context and condition of historical practice (technological, institutional, theoretical) invite practicing historians to entertain experimental techniques for engaging the past: for teaching students; for investigating archives; and for presenting the results of historical inquiry. The authors introduce a form of historically oriented research and writing that shows promise as a way of encouraging genuine immersion in the specificity and alterity of the past. This 'metahistorical' mode, which engages with historical fiction, but also with traditions of rigorous scholarly research, offers a powerful means by which to cultivate historical consciousness, and to promote imaginative historical practices. [ABSTRACT FROM AUTHOR]

This article presents the changes in history education that bring school history closer to public history and discusses the potential of a textbook as a tool for fostering public history. The analysis of the chapters dealing with the Second World War from the Polish–German history textbook, Europe – Our History, provides arguments in support of the claim that history education may become history for the public – by engaging pupils, not just providing them with knowledge; with the public – by letting the pupils reflect on the lesson content, not take it for granted; about the public – by focusing on ordinary people's fates, not on political and military operations; and by the public – by referring extensively to people's memories and letting primary sources speak for themselves, not just illustrate the historiographical narrative. [ABSTRACT FROM AUTHOR]

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]

The history, people, and culture of many African nations have been written, projected, and interpreted in different ways. The contents and variability in the early accounts about African nations, which were based largely on external viewpoints and interests which barely represented the realities in Africa, created confusions about African historiography and affected how Africans, their cultures, and histories were perceived in Western cultures. Drawing on the literature on African historiography, this paper examines Ghanaian History teachers' perspectives of historically significant events in Ghana's past, and how these perspectives translate into classroom practice. Findings demonstrate teachers' consciousness and belief in traditional African cultural practices and the unique modes of preserving and doing African history. The paper makes a case for how African historiography and History education should look different to those conducted in Western contexts. [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.

This article presents information on the 2018 meeting of the American Historical Association on the topics of race, ethnicity, and nationalism. The authors comment on the panels at the conference, which featured historians and authors offering advice on teaching strategies for early modern history education.

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]

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]

Recent research has repeatedly raised the question of how the authenticity of learning material affects learning outcomes. This question is particularly important for history education: researchers continue to debate whether teachers should use historians' authentic working material (e.g., multiple primary sources and historical accounts) or less and inauthentic material which has been revised for different and potentially didactical reasons (e.g., material from historical culture and history textbooks). We conducted a quasi-experimental study to examine whether authentic material promotes the quality of students' written historical arguments. Eleventh- and 12th-grade students (N = 161) were given instructional materials representing different degrees of domain-specific authenticity in three experimental conditions: the authentic condition (print documents: primary sources and historical accounts), the less authentic condition (audio documents: written original documents spoken by actors), and the inauthentic condition (a history textbook: chapters based on original documents) to work with. They were further instructed to answer a historical question in an argument-writing task using the material at hand. We assessed the quality of the students' written historical arguments based on a coding scheme and by rating the texts, and measured students' perception of domain-specific authenticity. The results indicate that the historical arguments of students in the authentic experimental condition were of higher quality than in both other conditions. However, there were also differences in how students experienced and worked with the given materials. We discuss these findings with regard to the authenticity of the instructional material and its presentation format, in multiple documents or a single document, in the context of history education. [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 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]

Normativity has long been a central concept in ethics, medicine, and the social sciences. It has not been fully explored as an element in historiography or historical thought. This article contends that normativity, when taken as a metaconcept that underpins notions of the "normal," "norms," and "normality," can help us understand changing attitudes to the possibility, actuality, and moral exemplarity of historical phenomena, but only if we disaggregate three different modes or registers of normativity: moral, metaphysical, and phenomenal. After exploring the place of moral normativity in historical thought and writing from antiquity to the early modern era, I discuss metaphysical and phenomenal normativity as filters that, from the Middle Ages through the seventeenth century, were applied to reported or recorded experience prior to any decision to derive from it any moral conclusions. I then argue that Baconian empiricism, Humean skepticism, classical probability theory, and mathematical statistics collectively gave rise to a modern sense of what constituted "normality" for past and present events. Finally, I conclude that the late Enlightenment bequeathed to modernity and postmodernity a normalized sense of fundamental rupture (exemplified by the French Revolution and characterized as the "historical sublime") that we still experience and struggle through as we routinely reconstruct history as both a linear tradition and a discontinuous series of "new normals." We also contend with this sense of fundamental rupture as we "renormalize" catastrophes that could reasonably be regarded as beyond normalization while simultaneously fetishizing the experience of disruption, which we have defined as a clinamenic swerve from one normality into another. This paradoxical process is accompanied by a deadened capacity to judge that which is, and is not, normal. [ABSTRACT FROM AUTHOR]

In the history course, students do not only learn about historical events, processes and structures, but also acquire citizenship skills. In this context, history is one of the courses used as a means of raising citizens as well as presenting the knowledge of the past. History is an important component of individuals' citizenship education. The history course curriculum, which also forms the basis of history textbooks, is also considered as a part of historiography. History course is taught in grades 7-10 in Berlin state of Germany. The aim of this research is to analyze the history course curriculum taught in Berlin state of Germany in terms of citizenship education. The sample of the research, where case study as one of the qualitative research methods, is used, within the scope of the purposive sampling method consists of the history curriculum that is in use in the Berlin state of Germany. Data was obtained from the curriculum by document analysis. The content analysis method was used for the data analysis; the findings were interpreted. According to the research results, the history course taught in Berlin state of Germany aims to raise students' identity awareness, political awareness, socio-economic awareness, moral awareness and gender awareness within the scope of citizenship education. Also, it is seen that with the modules within the social sciences subject network which gains ground from citizenship education, history course aims to raise the citizens of the multicultural German society via contributing to the democracy and intercultural education. [ABSTRACT FROM AUTHOR]

There are extensive traditions of international research focused on developing thinking in history, however, research tends often to focus on students’ historical thinking more than on their metahistorical thinking. Drawing on historical theory and on research into children’s thinking (LEE, 2001; CHAPMAN, 2009) and on teaching intervention studies (CHAPMAN, 2010, CHAPMAN, ET AL., 2012; CHAPMAN & GOLDSMITH, 2015), this paper argues for the importance of a metahistorical approach to historical learning in order to help young people develop sophisticated understandings of historical debates and controversies and in order to provide them with the intellectual tools that they will need to think critically about historiography in the academy and, perhaps, more broadly. [ABSTRACT FROM AUTHOR]

The article focuses on college students and their experiences with writing history essays. They authors compare their college experiences, discuss how writing is history, and explore the relationship between writing and thinking.

A personal narrative is presented which focuses on the research essay as a means to engage students with effective history assignments.

A personal narrative is presented which focuses on public writing both in and out of the history education setting.

The article focuses on reimagining writing in history courses. The authors discuss their experiences teaching history, examine the importance of writing in history education, and explore how creative writing can benefit students in composition and historical analysis.

An introduction is presented in which the authors discuss a special section dedicated to varieties of student historical writing.

This study aimed to evaluate Indonesian-ness found in high school history textbooks of 11th grade. The approach used was a Critical Discourse Analysis (CDA). The results show that the discourse produced by high school history textbooks based on the newest curriculum (2013) has not shown the Indonesian-ness of people as a fair and civilized society. This research proved that history textbooks for the 2013 curriculum have no significant change from those of earlier curriculums. The discourses on the textbooks are only the reproduction of the New Order (1967-1998) discourses. [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 history of medieval West Africa is defined by the age of three great empires that succeeded one another: Ghāna, Māli, and Songhay. How did these empires come to frame our view of the West African past? To answer the question, we have to understand first how the European and Eurocentric concept of an empire was imposed on a specific African context and why it thrived. In this respect, the case of Sudanic empires in particular illuminates the process of history writing and scholars' relationship with their time and object of study. In the last few years, Sudanic empires have made a prominent return to the historical conversation. I propose here a critical reflection on 'empire' and 'imperial tradition' in the western Sahel based on europhone and non-europhone (Arabic) historiographies, from the first histories written in postmedieval West Africa to those produced by twenty-first-century scholarship. [ABSTRACT FROM AUTHOR]

This article aims to offer both an overview of the key issues and controversial policy decisions that defined history education in Korea for the past 10 years and a critical analysis of the actions taken by, and claims exchanged between, the advocates of New Right thinking and their opponents during this period. In doing so, it will point out the following three things. First, there has been a great deal of partisan political interference, more on the part of the right than of the left. Second, there was a strong presence of a nationalist element in the collective efforts made by the left to counter the conservative government's attempts to take firm control of what and how history is taught in schools. Third, both the right and the left played fast and loose with the idea of diversity in order to consolidate their academic and political positions. This was, it will be argued, as much a manifestation of fragmented reflections on relevant epistemological issues as the result of political expediency. [ABSTRACT FROM AUTHOR]

In the study, History textbooks written in the Soviet period and then renewed after the collapse of the Soviet Union were examined and examined by comparative analysis method. We pay attention in classrooms studied the subject, history textbooks written in that period, Ottoman Turkey and is the location of the image. In this study, secondary school classroom textbooks in the Soviet period, secondary school classroom textbooks in the post-Soviet Republic period, as well as the books taught in colleges and universities are analyzed. During the Soviet era in the history taught in classrooms as well as Ottoman Turkey from time to time, it is given enough space perception. In addition to the information; visuals, maps and primary sources do not hesitate to use the education system of the period, the desired effect on the students to do more than necessary. Although it was tried to characterize the Ottoman state as a sick state in the history classrooms written in the Soviet period, after the change in the textbooks immediately after gaining the independence of Azerbaijan, it was attempted to teach that the Ottomans had a great statist culture and came from the brotherly people who established a sovereign history. [ABSTRACT FROM AUTHOR]

• Domain level conceptual change is considered through two frameworks. • Conceptions of history are analyzed as epistemic practices through the AIR Model. • There exists no singular conception of history shared by expert historians. • Conceptual change must embrace an understanding of multiple conceptions. Along their path towards expertise, historians undergo conceptual changes. The purpose of this theoretical paper is to argue that conceptual change in history involves, first, a fundamental shift from an understanding of history as the past to an understanding of history as human production. And second, expert conceptual change involves understanding multiple approaches to the production of history. Each approach is associated with constraints on historical concepts and meta-concepts. We outline differences and similarities between these broad approaches through a framework that merges epistemic cognition and historical theory. Currently, there exists no singular conception of history to set as an unproblematic aim of epistemic education, and conceptual change must therefore embrace the aim of understanding of multiple conceptions. [ABSTRACT FROM AUTHOR]

Drawing on the case of Alfred Dove (1844–1916), this article contributes to an emerging line of research on scholarly personae in the history of historiography. It does so by addressing the important but so far neglected question: What exactly does the prism of scholarly personae add to existing historiographical perspectives? The German historian Alfred Dove is an appropriate case study for this exercise, because historical scholarship in Wilhelmine Germany has been relatively well studied, from various angles. Most notably, it has been studied (1) through biographical lenses, (2) from institutional points of view, (3) as the cradle of 'scientific history', with special attention to historical methods of the sort codified by Ernst Bernheim, and (4) in relation to religious and political fault lines that divided the German Empire shortly after the Franco-Prussian War and the Kulturkampf. The thesis advanced in this article is that scholarly personae are a missing link between these four dimensions and therefore a theme of key importance for anyone trying to understand German historical studies in the late nineteenth and early twentieth centuries. [ABSTRACT FROM AUTHOR]

This article reflects on the rising use of concepts, theories, and methodologies taken from social network analysis in early modern history, along with the opportunities and challenges it presents. Scholars have been quick to attribute the growing interest in historical social networks to movements for interdisciplinary research, new possibilities presented by digital technologies, and the prominence of the term "social network" in present-day culture. In contrast, this article reconnects recent trends to longstanding attention to the nature of early modern social relations, which has its roots in the foundations of modern social thought laid in the nineteenth and early twentieth centuries, and developed through the postwar decades in both history and sociology. In doing so, the article shows the extent to which social network analysis shares antecedents, interests, and goals with more traditional historical methods. It argues that, when sensitively applied, network approaches present many opportunities for historians engaging with enduring questions about the nature of social relations in the past. [ABSTRACT FROM AUTHOR]

Historical pageants were important sites of popular engagement with the past in twentieth-century Britain. They took place in many places and sometimes on a large scale, in settings ranging from small villages to industrial cities. They were staged by schools, churches, professional organisations, women's groups and political parties, among others. This article draws on contemporary studies of heritage and performance to explore the blend of history, myth and fiction that characterised pageants, and the ways in which they both shaped and reflected the self-image of local communities. Pageants were important channels of popular education as well as entertainment and, although they are sometimes seen as backward-looking and conservative spectacles, this article argues that pageants could be an effective means of enlisting the past in the service of the present and future. [ABSTRACT FROM AUTHOR]

This essay, originally presented as the Presidential Address at the July 2018 annual meeting of the Society for Historians of the Early American Republic, explores ways in which Lunsford Lane has been interpreted and employed as a biographical subject and within public narratives. Academic and public historians alike have not accepted Lane for who he was, forming him into a model of racialized virtue, industriousness, and entrepreneurialism that would satisfy white audiences while minimizing and masking his otherness defined by his enslavement and his blackness. The address asks scholars and public historians to be more reflexive and empathetic in their use of biography. [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]

This essay summarizes my work in theory of history, history didactics, historiography, and intercultural humanism. That work is put into the framework of historical culture in the Federal Republic of Germany and its reception examined. Within historical studies, reception has been subdued in Germany but much stronger in Brazil and East Asia. Up to today, the work has also had an effective impact in history didactics in Germany and abroad, however. The essay ends with a critical look at some new trends in the humanities. [ABSTRACT FROM AUTHOR]

Highlights • The function of references to facts and evidence in school History writing is explored. • References to facts and evidence are located within the system of engagement. • The heteroglossic nature of references to facts and evidence is explored. • References to facts and evidence are demonstrated as important resources for evaluating 'objectively'. [ABSTRACT FROM AUTHOR]

In the internationalization context of the psychologists' historical training this paper aims at providing some data on the teaching status of the psychology history in the Ibero-American countries except for Argentina. A descriptive bibliographic research with a quantitative-qualitative phase and a retrospective design was carried out. Available and indexed studies in Spanish, English and Portuguese were traced, retrieved and analyzed getting 16 papers from some universities of 4 countries such as: Brazil, Paraguay, Peru and Mexico. We conclude that the teaching of psychology history represents a varied and heterogeneous field in terms of approaches, tools and instructional strategies on the one hand; and in terms of concrete contents and readings on the other. The incidence and concerns of the historian psychologists seem to be a systematically influential variable. We verify that the classical matters in the historiography- as the double view of the history or the textbook histories status-, infiltrate bringing about some pedagogical debates. [ABSTRACT FROM AUTHOR]

This paper focuses on the development of history teaching in West Germany from the 1970s onwards. When in the early 1970s the relevance of history - both as an academic discipline and as a school subject - was challenged, this led to fierce debates as a multitude of new concepts were being developed. One of these was Annette Kuhn’s revolutionary concept of teaching history which immediately came under attack. This debate - and others - had far reaching consequences. At first glance it was a debate about how to model objects like the English Revolution in a way to make them suitable for the history classroom. At second glance, however, this debate revolved around fundamental issues like the role of history in school, the relation between social sciences and didactics, and history’s relevance for today in general. The debate and its eventual outcome are explained within the framework of Bourdieu’s field theory. The study re-examines the consequences of this debate. In discussing alternatives to Kuhn’s approach, it shows how debates forced upon traditional history led historians to readdress the essentials of historical thinking and thus to gain new theoretical strength which resulted in a stronger position for history at universities and schools as well as in history didactics. This resulted in a specific construction and role of Geschichtsdidaktik in Germany which helps to explain why there is a difference in comparison to other countries. [ABSTRACT FROM AUTHOR]

Nation-states needed various ideological apparatuses when they wanted to eliminate traditional loyalties to the pre-modern era and establish a new superordinate identity. As frequently emphasised in conceptual discussions, two elements among these ideological apparatuses come to the fore: historiography and education. While social values that create a national identity have been constructed by historiography continuously from the past to the present, it aims at spreading such values through education. History education at the intersection of these two concepts has occupied a privileged place in the nation-building process. The most concrete examples of this phenomenon are the developments experienced in the context of history teaching in Turkey from 1923 to 1938, also known as the early republican period. The present study, using history textbooks, analyses changes in history teaching and expectations of it between 1923 and 1938, which were the most active years of the nationalisation period in Turkey. The findings of this study indicate that the historiography of the early republican period adopted an anthropology-based understanding in line with the conjuncture between the two world wars and that, in accordance with this understanding, a national identity with ethnic, religious, and political dimensions was intended to be promulgated through history teaching. [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]