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This article examines the gaps in relation to the Sámi people and the colonization of Sápmi (Sámi homeland) in Finnish history textbooks. In the Finnish school system, there is very little knowledge about the Sámi and the colonization of Sápmi. The article uses the concept of the absent curriculum in order to highlight the gaps in history textbooks. The absent curriculum refers to topics and themes that could have, but have not, been included in the curriculum. Using discourse analysis, the article analyzes two different time periods described in textbooks: The 19th and 20th centuries, as well as “prehistory.” The results show that colonialist interventions in Sápmi are not conceptually tied to colonialism in textbooks, even though some textbooks include descriptions of Finnish assimilation acts in Sápmi. With regard to “prehistory,” the textbooks vary in their descriptions of the Sámi: Some textbooks clearly define them as a distinct Indigenous people, whereas others do not mention them at all. [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]

The purpose of this baseline study is to determine the significant problems confronting history education in secondary school. The researchers employed qualitative research methods and case study design. The techniques that were employed to acquire credible data were document analysis, interviews, and classroom observation. Six experienced history education teachers and eight top-ten students from Sebeta town public secondary school were interviewed, and academic achievement statistics of 174 students in history education were analyzed. In addition eight lesson observations were carried out to validate the information gleaned from the interviews and document analysis. The study's findings show that the primary challenges influencing history education in Sebeta town public secondary schools were teaching strategy, a lack of awareness about implementing participatory teaching methods, a lack of comprehensiveness of the contents of history education teaching materials, and the issue of the bulkiness and scope of history education texts being covered on time. The findings also indicate the significance of training history education teachers to use participatory teaching tactics, as well as the need for curriculum experts to better coordinate the range of history education content and teaching strategies. The findings of this study will help teachers, practitioners, scholars, policymakers, and educational professionals find solutions to significant problems in secondary school history education, as well as develop effective techniques for teaching history education in secondary schools that involve twenty-first century skills and abilities. [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]

Objective: The history courses at any country, plays an important role in creating national identity and value for that country; But despite its high importance, it is observed that interest in studying history, in its specialized sense, is low among students. As it seems, teachers are facing challenges in relation to the way this subject is taught in schools and the content used to teach it. Therefore, the aim of the current research was to analyze the lived experiences of history teachers of the challenges of the curriculum and teaching history courses in the second secondary level. Materials and methods: To achieve this goal, the critical paradigm, qualitative approach and descriptive phenomenological research strategy of multi-stage Van Manen type and document-library method were used. The field of research included history teachers of the second secondary course in Kurdistan province in the academic year 1401-1402 with a purposeful sampling method. The research tool was a semi-structured interview made by the researcher, which continued until the degree of relative saturation with the number of 9 people. Findings: The findings were presented in two sections: curriculum and educational challenges and solutions. The challenges section itself was categorized into three areas: challenges related to history books (11 cases), challenges of teachers' teaching methods (7 cases), and challenges beyond the two mentioned areas (4 cases). Based on this, the solutions section in the two areas of teachers' teaching solutions in order to solve the challenges of classroom education (11 cases) and suggestions for the efficiency of the quality of teaching history courses at the curriculum level, which were presented in the three areas of books (12 cases), teachers (2 cases) and beyond these two (5 cases). Discussion and conclusion: Discussion and conclusion: The results of the analysis of the findings showed that the curriculum in the field of teaching history courses in the second secondary level needs a fundamental revision. At this point, history textbooks play a prominent role in creating educational challenges. Because most of the educational challenges of these courses are related to this field; Among other things, the history books still follow the memory-oriented approach and have less analyzed the events, this is because their history writing style is still traditional and classic. However, not all challenges are limited to the content of books; Moreover, the methods used for teaching history are not in line with the evolution of textbooks and the new goals of the curriculum, and most teachers still use lecture-oriented and teacher-oriented methods. In addition to these cases, there are various personal and social factors outside the teacher's classroom system and in the history course that indirectly affect the classroom teaching of these courses; Therefore, in order to achieve the goals of the new curriculum, there is a need to make changes in the methods of teaching history courses as well as the way of training and selecting teachers. Although the teachers at the class level are trying to complete the shortcomings of the textbooks and use new educational methods; But in order to achieve the educational goals of these courses and improve the quality of history courses, more fundamental changes are needed in the educational planning for history courses in the second secondary level. In order to radically reduce some of the mentioned challenges, in addition to making changes in the management level of classroom education and ingenuity in the teaching and learning process, it is necessary to have appropriate planning at the national macro level and make changes in the field of curriculum content and educational methods. The suggestions expressed were mostly in the context of revising and making changes in the content of history books, so that the emphasis of the content of history books is more on the analysis of historical issues and events and the application of history. Based on the findings of the research, it is suggested that history books should be specifically revised, educational methods should be changed in line with the new goals of history education, which have changed from memory-oriented to historical literacy education, and new student-oriented educational methods should be used instead of teacher-oriented in The education process should be used and history should be taught in a more practical way. [ABSTRACT FROM AUTHOR]

The article highlights a curriculum that requires teachers to incorporate critical and creative thinking, ethical, intercultural, and personal and social capabilities in their classes. It also dicusses the class activities focusing on personal and social capabilities, such as investigating one's own past, an archaeology activity, and emphasizes the importance of hands-on and fun learning.

The article emphasizes that History teachers can effectively enhance students' ethical thinking and decision-making by engaging them in critical exploration of past traits, actions, and motivations. Topics include the pedagogical approach of Communal Philosophical Inquiry (CPI), identifying ethical provocations through stimulus material, and maintaining a neutral stance as a teacher to facilitate ethical discussions.

The article emphasizes the importance of integrating ethical understanding into history education, discussing the challenges faced by teachers in incorporating ethical concepts and perspectives. Topics include understanding ethical concepts and perspectives, fostering a safe and inclusive classroom environment, and exploring ethical frameworks and principles.

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

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]

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]

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]

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

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]

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

This is a qualitative research study which investigates the curriculum decision-making of four primary school history subject-leaders in the North-West of England. A grounded theory approach was utilised. Semi-structured interviews were conducted with the subject-leaders and an audit of their schools' history curriculum completed. The curriculum was altered in response to the Colston statue toppling in three schools, the subject-leaders faced several challenges. Further research is needed to discover more about the role of primary history subject-leaders and the agency they can achieve as curriculum-makers. It is also argued that Black British history should be included in the History National Curriculum for England. [ABSTRACT FROM AUTHOR]

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

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]

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]

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]

The History Ministerial Task Team Report (HMTT) on the proposed compulsory school history in South Africa was made public in February 2018. Ever since, it has generated many debates and concerns among in- and pre-service history educators, History (of) Education scholars as well as the general public. Many of these concerns are premised on the fear that there is an attempt, at least by the state, through the work of the HMTT to (re)capture school history. This (re)capture, some argue, would deliver a school history that is both nationalist and patriotic in its approach, and glorifies only the African National Congress's (ANC) role in history, much in the same way as the apartheid curriculum glorified the role of the National Party (NP), Afrikaner nationalism and white supremacy thinking. However, we are convinced that there might as well be a different reading of the HMTT and its Report; thus, a different form of (re)capture. In this paper, we will explore, theorise and reflect on the HMTT's work and Report, as well as recent scholarly debates regarding the HMTT itself and its Report. This we do by employing the notion of (re)capture as our theoretical framework which is derived from the current 'state capture' discourse in South Africa. We then use this theoretical lens to review literature on the contested epistemic nature of school history, as well as to read and make sense of the HMTT and its Report. We conclude that those who argue that there are indeed attempts to (re)capture the school history for narrow nationalistic aspirations which are nativist in nature, provide us with a different reading of the HMTT and its report. We contend that the form of (re)capture advanced by the HMTT, and its Report is for a greater cause related to current calls for decolonisation and Africanisation of school history in post-apartheid South Africa -- where the colonised ways of knowing and being can also take centre stage in the historical literature and where cognitive, epistemic, existential, and ontological justice is realised. [ABSTRACT FROM AUTHOR]

The Curriculum and Assessment Policy Statement (CAPS) school history curriculum of post-apartheid South Africa is littered with sensitive and controversial topics. Many history teachers and their learners do not know how to confront these topics, especially in multiracial, multicultural, and diverse classrooms. Therefore, this paper explores how the idea of decolonial love (Sandoval, 2000; Maldonado-Torres, 2006) could inform alternative creative pedagogies or contribute to existing pedagogical frameworks that history teachers and their learners employ when engaging sensitive and controversial topics. In this paper I argue that decolonial love has the potential to enable both history teachers and their learners to engage with sensitive and controversial topics in history in ways that promote empathy, cognitive, social and epistemic justice, inclusivity, critical thinking, respect, love, and tolerance for others as envisioned in the CAPS document. This would, in turn, promote the transgression of knowledge boundaries for knowledge co-construction (Keating, 2013) and thus, enable a way of doing history that promotes pluriversal (situated) knowledges (Santos, 2014). Lastly, I argue that decolonial love can provide a useful pedagogical framework for teaching sensitive and controversial topics since it ties together different approaches to teach such topics. [ABSTRACT FROM AUTHOR]

Copyright of Didacticae: Revista de Investigación en Didácticas Específicas is the property of Didacticae: Revista de Investigacion en Didacticas Especificas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Tamoios is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper offers an analysis of history curricula in lower secondary schools. It looks at the independence (vs. integration) of history as a subject, the time allocated to it and the presence of modern history in the curriculum. The results are compared with previous findings and placed in a wider context. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

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.

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Copyright of Revista Maracanan is the property of Revista Maracanan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Ethiopia is a home of nations and nationalities. In countries with diverse nations and nationalities, such as Ethiopia, history education plays an important role in promoting national consensus, unity, and peaceful coexistence. The main aim of this study is to investigate how the history of all Ethiopian peoples has been incorporated into the secondary school historical education curriculum. To address the intended objectives, the researchers conducted interviews with key informants who are familiar with the contents of Ethiopian history education materials, as well as document analysis of books, articles, journals, theses, history syllabi, history teaching materials, and other relevant historical sources were also examined. The findings gathered through interviews, and document analyses were cross-checked with existing literature and qualitatively analyzed. The study's findings reveal that the secondary school history education curricula has been revised from time to time to organize history education based on Ethiopian realities. The study findings indicate that the secondary school history curriculum did not accurately reflect the country's history. Ethiopia is a country in the Horn of Africa with over 80 ethnocultural and linguistic groups. The study also reveals that secondary school history teaching materials still today lack comprehensiveness and do not accurately depict the history of Ethiopia's nations, nationalities, and peoples. The study emphasizes that Ethiopian history teaching materials contents have been dominated by political history, certain regions and foreign history rather than the history of the diverse Ethiopian populations. There are still complaints concerning the content of Ethiopia's history education curriculum. So, it is recommended that historians, educators, curriculum designers, and stakeholders at the local, regional, and national levels work together to incorporate the Social, political and economic history of all Ethiopian peoples into the national history curriculum in a balanced manner.

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]

In this interview with Arthur Chapman, history education during the time of pandemic, students' involvement in decision making processes in history education, whether or not it is possible to have a global understanding of history education, students' perception of history were discussed.

Film musicals serve as a tool to infuse historical and cultural content into social studies curricula towards greater student engagement—for example, Lin Manuel-Miranda's Hamilton has become a celebrated classroom piece due to its ability to blend history with hip-hop and pop culture. Yet beyond language and content scans, teachers rarely examine or utilize musicals for how their narratives (mis)represent racial communities. This critical film analysis of three film musicals, using the theoretical framework of history production, reveals themes of historical morality, romantic relationship and race, and implicit/explicit racial messaging. Although troubling in their overall contribution to racial projects, film musicals can in fact be an opportune way to engage in the complexities of teaching race and racism in educational spaces when treated as critical curriculums.

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.

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]

In the aftermath of the 11 September 2001 attacks against the United States, people immediately compared the attack with the Japanese assault on Pearl Harbor sixty years prior. In this article, we explore how US and world history textbooks published shortly after Pearl Harbor and 9/11 depicted and contextualized both events. The textbooks demonstrate that the depictions of Pearl Harbor neatly fit within a chapter about the origins, battles and home fronts of the Second World War. However, textbooks struggled to situate 9/11, placing it within histories of terrorism, histories of the modern Middle East, or twenty-first century problems. Moreover, the textbook authors likely relied on the powerful collective memories that each event triggered because the textbook descriptions of both attacks are exceedingly brief. [ABSTRACT FROM AUTHOR]

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]

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The article focuses on Map Search is an online resource developed by the National Library of Australia (NLA) to view historical maps from the Library's collection over modern base maps. It mentions Map Search is a powerful tool for historical research and use the georeferencing tool to accurately position historical maps. It also mentions how Map Search can be used to engage students in modern history within the framework of the Victorian History Curriculum.

From 2022, New Zealand schools are teaching a new compulsory history curriculum that aims to teach diverse New Zealand histories, while foregrounding the centrality of Māori histories and the impacts of colonisation. The new curriculum will upend a long history of 'forgetting' the nation's contentious and conflictual past, and in particular the nineteenth century 'wars for New Zealand' (O'Malley, 2016) that secured settler hegemony over the nation-state. In this paper, we focus on the roles of remembering and forgetting in the narration of national histories to explore what might be a productive orientation to take to this contentious and unsettling past. We argue that the new history curriculum inaugurates a new phase of narrating the nation, replacing earlier phases of monocultural and bicultural nationhood that depended on this past being 'forgotten'. And we argue for the productive value of a histories of critical mourning approach to remembering this founding violence. [ABSTRACT FROM AUTHOR]

Compulsory teaching of Aotearoa New Zealand histories has potential to change how this country's young people think and feel about themselves. However, achieving the new curriculum's vision of a more thoughtful and responsible citizenry is unlikely to be straightforward. For Pākehā secondary school students, descendants of European settlers, the emphasis on te ao Māori could challenge a sense of centredness within the nation, and learning about colonial violence and injustice may be a source of emotional discomfort. For the new teaching framework to reach its transformative potential, these moments must be harnessed rather than allowed to block learning and engagement. This paper analyses three possible emotional responses of Pākehā students when monoculturalism is confronted and conflictual local histories are remembered: anxiety, guilt, and shame. While these emotions are usually framed as unnecessary or immobilising, I argue that they signal important starting points for Pākehā in responding to the complexity of colonialism and their complicity within it. Anxiety draws Pākehā attention to the constructed nature of the 'New Zealander' identity, and thus possibilities to de- and re-construct it, guilt pinpoints injustices that Pākehā must collectively address and monitor, and shame alerts Pākehā to their moral ideals. Yet, I also propose that if such feelings are to be harnessed constructively, they must be supplemented with a sense of mutual vulnerability and critical hope. Ultimately, this paper aims to show how discomforting emotions can either thwart or enrich learning and are therefore worth working with and through. [ABSTRACT FROM AUTHOR]

Finland has long been culturally and linguistically varied and continues to grow even more diverse every year. However, this heterogeneity has not been reflected in the country's history curriculum, which has traditionally been built on the idea of a homogenous Finnish nation. This study examines the representation of both old and new minorities in the Finnish National Core Curriculum for history. It argues that inclusive and multiperspective history education is needed to increase the quality of history education for all students. The results of this study demonstrate that while the general objectives and values of the curriculum promote diversity and multicultural education, the curriculum for history lacks an adequate representation of minorities and relies on Eurocentric and Finnish historical narratives. However, the curriculum nonetheless emphasizes teaching methods that could potentially create more inclusive history education and broaden historical perspectives for all pupils. [ABSTRACT FROM AUTHOR]