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Copyright of Educación y Humanismo is the property of Universidad Simon Bolivar 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 Educación y Humanismo is the property of Universidad Simon Bolivar 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 aim of this research was to evaluate the performance of ChatGPT in answering multiple-choice questions without images in the entrance exams to the National University of Engineering (UNI) and the Universidad Nacional Mayor de San Marcos (UNMSM) over the past five years. In this prospective exploratory study, a total of 1182 questions were gathered from the UNMSM exams and 559 questions from the UNI exams, encompassing a wide range of topics including academic aptitude, reading comprehension, humanities, and scientific knowledge. The results indicate a significant (p < 0.001) and higher proportion of correct answers for UNMSM, with 72% (853/1182) of questions answered correctly. In contrast, there is no significant difference (p = 0.168) in the proportion of correct and incorrect answers for UNI, with 52% (317/552) of questions answered correctly. Similarly, in the World History course (p = 0.037), ChatGPT achieved its highest performance at a general level, with an accuracy of 91%. However, this was not the case in the language course (p = 0.172), where it achieved the lowest score of 55%. In conclusion, to fully harness the potential of ChatGPT in the educational setting, continuous evaluation of its performance, ongoing feedback to enhance its accuracy and minimize biases, and tailored adaptations for its use in educational settings are essential. [ABSTRACT FROM AUTHOR]

A common dilemma in educational game design is identifying the right balance between freedom and structure. Too much structure limits constructive learning and curiosity, while too much freedom diverts focus away from the educational content. How can we create a feeling of freedom while encouraging students to interact with learning material? We argue that a compelling, open-world action-adventure game with a branching storyline could provide just the right balance. To test this idea, we created a single-player custom map action-adventure game, Ulfberht's Sword, using the popular Minecraft game. Our objective was that the game would support prehistory education and we piloted it with 151 students in their history classrooms. To determine how effective our game was for delivering educational material, we collected and analyzed the students' log files in combination with students' Minecraft experience. Our structure discovery revealed four interaction types, (1) intellectuals, (2) wanderers, (3) explorers, and (4) achievers, which reflect the students' interaction with the educational content and perseverance in challenging situations. Ultimately, the game design engaged Minecraft-experienced player types and guided them toward primary educational materials. Less-experienced player types remained curious but would have benefited from more direct in-game scaffolding, demonstrating the importance of players' pre-existing gaming skills and thoughtful choice architecture. In conclusion, the player types provide insight into how we can best support different types of students in the open-world game environment. In turn, this information allows us to identify design challenges and suggest better ways to strike the structure-autonomy balance in realistically heterogeneous classrooms.

This article explores relationships between ideas of reform pedagogy and conceptions of history education in the writings of four Norwegian upper secondary school history teachers who worked at the same rural gymnasium, Eidsvoll landsgymnas (ELG), between 1936 and 1939. While expressing support for certain principles of reform pedagogy, their ideas of purposes, content, and methods of history education varied considerably. This article demonstrates diversity within Norwegian reform pedagogy. Although these teachers could agree in criticism of the “old school” and in support of more student-centred and active education, their conceptions of history, as well as their goals for societal development, differed greatly. While one of the teachers saw strengthening national identity as the main goal of history education, others emphasised history education’s role in education for democracy.

The Batujaya site is one of the relics that reveal the historical heritage of Indonesia in the Hindu-Buddhist era. The objectives of this study are to; 1) Analyzing the study of historical concepts (Bernard Lewis in the case at the Batujaya Site and 2) Reviewing evidence of historical findings) at the Batujaya Site through the philosophy of structuralism (meaning of symbols in the temple area. This research uses qualitative methods (case study approach) through observation, interviews, and excavation reports. The results of the study stated that in the historical concept of Bernard Lewis related to the history of rediscovered has a connection with the discovery at the Batujaya Site which reveals lost history, and can be found by being reconstructed by historians through archaeological reports that have contributed to the collective memory of the Indonesian nation. In addition, the discovery at the Batujaya Site has structuralism meaning as evidenced by the existence of a temple stupa or Vivote Table symbolically about the beliefs of Buddhism.

"Black Crown: Henry Christophe, the Haitian Revolution and the Caribbean's Forgotten Kingdom" by Paul Clammer is a book that aims to rectify the omission of the post-independence history of Haiti in academic scholarship. The author highlights the historical agency of both rulers and commoners and seeks to shed light on the life of Henry Christophe, an often overlooked figure in the Haitian Revolution. The book explores the challenges faced by a newly independent nation and its efforts to establish international legitimacy. It also examines the continuity of certain institutions from the pre-revolutionary period and the establishment of a kingdom under Christophe's rule. While the book has some editing errors, it is praised for its contribution to the historical narrative and its exploration of interconnectedness in history. [Extracted from the article]

The article "Beyond History for Historical Consciousness: Students, Narrative, and Memory" analyzes 600 students' written responses to the question of the history of French Canadians in Canada. The authors examine how students construct narratives to explain the past and draw conclusions about their perceptions. They find that students' narratives differ based on geographic location, gender, mother tongue, and sense of identification. The authors also note the lack of representation of Indigenous history in the students' responses and suggest further research on this topic. Overall, the study provides insights into how students understand and interpret history. [Extracted from the article]

This document titled "The Gurindji Strike: Protest Song as Historical Source" is a teaching resource that focuses on the Gurindji strike, also known as the Wave Hill Walk-Off, which took place in 1966. The lesson aims to help students understand the purpose and significance of the strike and encourages them to consider the value of popular music as a source of socio-cultural history. The lesson includes activities such as reading comprehension, watching a video about the protest song "From Little Things Big Things Grow," and engaging in critical thinking about the lyrics of the song. The document provides links to online resources for further exploration. [Extracted from the article]

The article discusses the feedback provided by the HTANSW Executive on the 2024 Draft 7-10 NSW History Syllabus. The Executive praised the updates to the rationale and the removal of suggested hours for most topics in the second draft. They also noted improvements in the alignment of skills and concepts, as well as the inclusion of a more diverse range of school-developed suggestions. However, they expressed concerns about the density of Stage 5 and the structure of "Australia at War." The Executive suggested that the syllabus could be more explicit about what History teachers generally do and provide a more robust summary of how the curriculum promotes civics and citizenship. They also cautioned against overburdening the syllabus with excessive content. Overall, the Executive welcomed the opportunity to provide feedback and hoped for positive changes in the final version of the syllabus. [Extracted from the article]

The article is a film review of "Haymarket: The Bomb, the Anarchists, the Labor Struggle," directed by Adrian Prawica. The film explores the history and significance of the Haymarket protest and trial in Chicago in 1886. It provides historical context on the working conditions and labor struggles of the time, as well as details about the rally, the explosion, and the subsequent trial. The film challenges some traditional narratives about the trial and presents different perspectives on the events. Overall, the review describes the film as informative and useful for understanding American labor history. [Extracted from the article]

"A Primer for Teaching Digital History: Ten Design Principles" by Jennifer Guiliano is a valuable resource for historians and humanities scholars interested in incorporating digital history methods into their curriculum. The book provides examples of classroom assignments and explores the relationship between historical content, methods, technologies, and learning outcomes. It emphasizes that digital history is shaped by the specific questions and contexts that historians seek to understand and the audiences they wish to reach. The book also discusses the importance of considering political and ethical considerations in the use of digital technologies. Overall, it offers a variety of approaches for integrating the digital into pedagogical practices and highlights the public-facing nature of historical research and pedagogy. [Extracted from the article]

The article focuses on the challenges and implications of using AI-generated images as historical sources, emphasizing the need for new analytical approaches to assess their authenticity and reliability. Topics include the widespread use of AI in creating historical visuals, concerns over misinformation and copyright issues, and practical strategies like the VIOBER acronym to help educators and students critically evaluate AI-generated content in history education.

The article focuses on the integration of generative artificial intelligence (GAI) in history education, highlighting its potential benefits for enhancing learning experiences and reducing teacher workload. Topics include the ethical, legal, and social challenges of using GAI tools, strategies for educating students about responsible AI use, and recommendations for school leaders and teachers to effectively implement and manage GAI in the classroom while maintaining academic integrity.

The theory of epistemic beliefs has proven valuable in advancing history education through inquiry-based learning. This study uses mixed methods to examine teachers’ epistemic beliefs in the History+ project. New analytical terms are proposed to differentiate the depth and situatedness of epistemic beliefs in order to address the discrepancies between the theory and the new findings, and a set of hypotheses is put forward to enhance the theory

Dünya üzerinde canlı hayatın başlangıcından bugüne bilimsel ve teknolojik gelişmelere her gün bir yenisi eklenmiştir. Sanayi inkılabı sonrasında bilgi akışının hızla artması neticesinde gelişmiş toplumlar bilgi üreten ve bilgiye bağlı olarak da teknoloji satan ülkeler haline gelmişlerdir. Öğretim programında bilim ve teknoloji alanında meydana gelen hızlı değişim sürecinde yer alan konuların ortaöğretim “Türkiye Cumhuriyeti İnkılap Tarihi ve Atatürkçülük” ders kitabında nasıl ele alındığı yapılan bu incelemenin çalışma konusunu oluşturmuştur. Bu çalışmada araştırmanın temel problem sorusu “12. sınıf Türkiye Cumhuriyeti inkılap tarihi ve Atatürkçülük ders kitaplarında bilimsel ve teknolojik gelişmelerle ilgili konuların yeri nedir?” şeklinde belirlenmiştir. Nitel araştırma yönteminin kullanıldığı bu çalışmanın verileri doküman incelemesiyle yoluyla toplanmıştır. Çalışmanın veri toplama aracı olarak ortaöğretim “Türkiye Cumhuriyeti İnkılap Tarihi ve Atatürkçülük” ders kitabı kullanılmıştır. Verilerin analizine başlarken önce öğretim programı ve programda yer alan kazanımlar bilim ve teknoloji konusu açısından incelenmiştir. Daha sonra öğretim programında yer alan konular ders kitabıyla eşleştirilmiştir. Sonuç olarak 12. sınıf T.C inkılap tarihi ve Atatürkçülük öğretim programı kazanımlarında bilim ve teknoloji konusuna sınırlı bir şekilde yer verildiği belirlenmiştir. Öğretim Programı ve ders kitabı karşılıklı incelendiği zaman öğretim programında mevcut olan kazanımların ders kitabında yer aldığı görülmüştür. Bilim ve teknoloji konularına ait görsellerin dağılımında makul denge dikkate alınmamıştır. İncelenen ders kitabında bilim insanlarına ait örnekler oldukça sınırlı bir şekilde yer almıştır.

In this paper, the constructions of historical personal identity of Finnish-speaking students are analysed. The students participated in a larger study of historical narratives and identities, carried out in 2020 in two schools in Finland and in one European School outside Finland. In the mixed-method study, sixty-one students were interviewed and given writing and drawing assignments on historical identity. In this paper, the students’ visual representations of their personal historical identity and its relationship with wider official history are analysed. The aim is to increase understanding of how 14–16-year-old students visualise and articulate their historical personal identity constructions and the historical elements they use in negotiating this identity. The findings suggest that the students integrate personal and historical social narratives in diverse ways but that the majority of them find it challenging to connect their personal family history with the wider official history. Only twelve students made the connection. In addition to presenting the results for the whole group of students, the visual representations of two selected students are discussed in more detail so as to highlight the difference in the approaches to historical personal identity construction among the students.

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]

Socially acute questions (Legardez & Simonneaux, 2006) have been reflected in education and in the teaching of History, in particular, often through memories of situations of burdening history (Borries, 2011) anchored in painful pasts (Hommet, 2012). However, its approach is not easy and there are many teachers who take risks, even if they feel the need for training, and create tasks that help respond to students' lack of guidance on these topics, enhancing decision-making from a more humanistic perspective. Therefore, we present work paths that could inspire this approach, with a special focus on what has been produced in Portugal. [ABSTRACT FROM AUTHOR]

The text is the result of the analysis of three situations in which the History Class, proposed by the historian Maria Auxiliadora Schmidt (2020), was developed as a strategy for a Reconstructivist Didactic of History, at the Federal University of Goiás, Brazil, in the years 2022 and 2023 Undergraduate and postgraduate students started with different problematizations and intentions for these elaborations, maintaining the articulation between teaching and research as an axis. The text presents some considerations and seeks to expand the possibilities for the construction of a methodology th [ABSTRACT FROM AUTHOR]

More than a study aid and repository of contents to be taught, History textbooks contain values that are intended to be transmitted. Aware of this reality, the Iberian dictatorial regimes controlled the knowledge to be taught. This article intends to show the historical knowledge to be transmitted in each of the Iberian dictatorial regimes through the analysis of a sample made up of Spanish and Portuguese school textbooks. Discourse analysis was used to compare the content of the textbooks in both countries, concluding that there were similar processes of ideological inculcation, even if there were slight differences regarding the form to do that. [ABSTRACT FROM AUTHOR]

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

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

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

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

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

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

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

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

This paper addresses the question of what role the historical discipline might play in informing the selection of substantive knowledge for school history curricula. In the process, it seeks to clarify the usefulness and limitations of Young's social realist theory of powerful knowledge in the case of school history. The paper proposes that assessing the potential of the historical discipline for informing substantive knowledge selection in school history requires a more thorough account of the historical discipline's horizontal knowledge structure. Having attempted such an account, it is argued that while the historical discipline offers no consensus on exactly what substantive knowledge to teach, it does offer resources for tackling political and ethical questions inherent in substantive knowledge selection in school history. This is exemplified through the case of environmental history. The paper concludes that realizing the potential of the historical discipline to contribute to questions of substantive knowledge selection in school history requires that history educators move beyond theorizing the distinction between vertical and horizontal discourses, central to Young's theory of powerful knowledge, and, drawing on Bernstein, consider the historical discipline's particular horizontal knowledge structure and its dialogic, often critical, entanglement with horizontal discourses. [ABSTRACT FROM AUTHOR]

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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