Search

Value co-creation unfolds as a system of interactions in which the user and service provider play an active role in collaboratively creating values that go beyond economical and financial worth. Value co-creation is a growing trend in museums; however, little is known about how it can enhance educational activities, especially concerning digital technologies. This study analyzes the role of digital technology in the value co-creation process by addressing the following research questions: (1) how can museums, and schools implement actions to enhance co-creation activities? and (2) how does digital technology contribute to the generation of a value co-creation approach, engaging a young target audience in history education? The research adopts a single case study methodology, which is based on WORld Wars Toward Heritage for Youth (WORTHY), an educational European project that involves cultural and educational institutions from Germany, Poland, Croatia, England, and Italy. WORTHY creates a virtual collaborative museum through a digital platform. The paper's findings make clear that digital technologies play a role in value co-creation through two main experiences: learning and sharing. In the learning experience, digital co-creation is grounded in artifacts and contents, while during the sharing experience, digital technologies play a role relatively to people and content. [ABSTRACT FROM AUTHOR]

In this work, some of the challenges are noted, that the digital age has imposed on the task of the historiographer, and the obstacles faced by students and future historians, considered to be «digital natives», in order to develop themselves professionally. A revision was made of the sources related to the topic, in which were found the problems faced by education and the practice of history in the digital age. It is noted that students have needed to enter the digital world autodidactically and that academia has not proposed theoretical-methodological changes for its teaching and practice. Some of the obstacles that young people must face are the management of enormous quantities of data, with the capacity to analyze and store it; new sources, writings, and expressions; the hyper-textuality and the depth of the research; creativity and resources for dissemination; crowdsourcing and the manipulation of information, and the work field, epistemological changes, and the theoreticalmethodological debate. [ABSTRACT FROM AUTHOR]

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

This paper examines how a standards-based form of assessment in operation in New Zealand has impacted upon the knowledge taught to secondary history students. The segmentation of history into assessable components along with assessment mechanisms which encourage the reduction in the number of standards being attempted has impacted upon both the breadth and range of historical content in history programmes. The reduction in knowledge is problematic as it diminishes learners' opportunities to draw connections between inter-related historical concepts from a wider knowledge base. Social realists have raised concerns about the reduced focus on knowledge in education and its effects in restricting students' development of conceptual knowledge which enables higher order, more abstract thinking. Experiences of standards-based assessment for history in New Zealand are indicative of this reductive phenomenon. In a culture of accountability, standards-based assessment, as enacted in New Zealand, may impede delivery of critical knowledge. [ABSTRACT FROM AUTHOR]

Examination of the treatment in Vietnamese history textbooks of national and world history against the backdrop of the collapse of socialism in the Soviet Union and Soviet Bloc countries suggests that the authors of these textbooks fear that what happened in the Soviet Union could also happen in Vietnam. The purpose of the textbooks' depiction of the past is to allay these fears. The textbooks reflect Vietnam's turn back towards China after the dissolution of the Soviet Union and of socialist countries in Eastern Europe. For the leadership in Hanoi, the emphasis on fraternal ties with China has, however, recently lost its allure. Beijing's actions in the South China Sea have, in turn, prompted many Vietnamese to demand a more comprehensive coverage of Sino-Vietnamese relations in history textbooks. [ABSTRACT FROM AUTHOR]

The article uses the example of a university course about the Indigenous and settler histories of Kingston, Ontario, and the Crawford Purchase that constitutes its treaty, to argue that critical heritage practice can importantly and effectively be embodied as critical pedagogy. Beginning with a personal genealogical reflection by the author whose family was granted land by King George III in 1796, the article describes the Crawford Purchase and some of the questions it raises. It articulates and contextualizes key principles of the course in question (look around you, look to your ancestors, be responsible, be eclectic, and don’t finish). Students in the course engage with the physical space around the university, with their own personal family histories, and with literature, art, and archival materials, in order to develop a multi-dimensional set of resources for their final projects. The essay illustrates how students have taken up the responsibility to understand and to activate awareness of treaty relations and ongoing colonialism. [ABSTRACT FROM AUTHOR]

This article introduces the notion of 'justice-sensitive education' - derived from the ideals and practices of transitional justice (TJ) in countries emerging from conflict. It describes three mechanisms for this: structural reforms (relating to inequity and division); curriculum change (the treatment of history, human rights and citizenship) and institutional culture (critical thinking and democratic, participatory pedagogy). A case study of Sri Lanka provides fresh illustrations of actual or potential work in these three areas. There appear five challenges to a justice-sensitive education: the wider context of schooling; willingness of educators to confront the past; barriers to introducing the critical thinking required for new norms and values to take root; programming and planning; and difficulties in measuring the impact of TJ measures in education. Yet however imperfect, TJ mechanisms indicate a society that wants to learn from past mistakes and show that some form of justice is possible in the future. [ABSTRACT FROM AUTHOR]

This historical study reflects on history curriculum debates over the last 20 years in Taiwan. To open up possibilities for contemporary Taiwanese to rethink themselves in terms of national culture and subjectivity, this paper explores the construction of Taiwanese subjectivity in the past. It focuses on the history of Taiwan under Japanese occupation as a key issue in history curriculum debates. Particularly, it examines language issues in the 1920s, an important theme in the histories of the formation of Taiwanese consciousness, ideology, and cultural nationalism during the Japanese colonial period. Rather than addressing issues of identity (national or cultural), identifying who Taiwanese really were, or looking for Chinese or Taiwanese consciousness, this study explores how meanings of “Taiwanese” in the 1920s under Japanese occupation were constructed in the discourse of language reform for civilisation. The analysis of the New Culture Movement discourse suggests that the classical Chinese language ofHànwénas a valuable cultural resource and flexible linguistic instrument played an essential role in constituting Taiwanese subjectivities that shaped Taiwanese practices of the self for distinctive civilisation. [ABSTRACT FROM PUBLISHER]

This paper describes some of the affective fall out of teaching slavery in South African schools following the latest version of the curriculum, known as the Curriculum and Assessment Policy Statements (CAPS). Over several years, it has become apparent to the author, who is a teacher educator at the University of the Witwatersrand (Wits), that teaching the sections of the curriculum on Cape slavery and on transatlantic slavery causes significant distress among school learners and that student educators have become increasingly apprehensive about the impact these topics will have when they present them to their own classes comprising several dozen adolescents. Student educators have expressed concern that they will be unable to resolve racial conflict that seems to be just under the surface, and which teaching topics like slavery threatens to release. The author gives an account of an ongoing experiment in what are called ‘silent conversations’ that she has conducted with student educators and which, as a methodology, many have subsequently taken with them into their own teaching at schools. It is argued that the silent conversations allow for students to converse with each other in a way that keeps emotions in check while allowing them to express their responses to stimuli related to the topic of slavery. The silent conversation methodology is rooted in an international literature referred to in the paper that investigates possible solutions for teaching controversial histories at school level in countries where divisive political or other allegiances make them particularly difficult to present. [ABSTRACT FROM PUBLISHER]

The article is the continuation of the publication The issue of social functions of history in the periodicals of Latvia in the 1920s and 1930s which was published in Istorija (2016, Vol. 102, No. 2). The article considers the views of teachers-historians about the principles of selection of historical material, its organization in the lower secondary school, their vision of the place of national history in school history education and its proportion with world history in the school curriculum. [ABSTRACT FROM AUTHOR]

As a result of developments in public education in the nineteenth-century Ottoman state, pedagogic professionalism began to direct school studies by setting scientific discourse against conventional epistemology. However, the strong conviction that the late Ottoman Empire was secularised progressively over years leads to the neglect of the tensions and conflicts in active authorship, and nullifies the role of textbooks as battlefields for ideologies. This article examines the tensions and resistances to modern knowledge that were deemed to be transferred in a smooth transition from the old to the new epistemology, in the history of education literature. The article discusses the discursive views in the general history textbooks. The contrasting conceptions of history, the first man, civilisations and tribal societies demonstrate the failure to form standard school knowledge in the Second Constitutional Period. [ABSTRACT FROM AUTHOR]

This article analyzes how the Armed Forces of Argentina used education during the country's last military dictatorship to consolidate their views on politics and society by the molding of future generations. Principal attention is given to changes in the teaching of national history and more specifically in the teaching of contemporary history in Argentine schools. The study of these changes enables reflections about how the dictatorial regime promoted the country's moral and educational reorganization as an essential part of the tools it deployed. [ABSTRACT FROM AUTHOR]

The article discusses the politicization and censorship of U.S. history textbooks and the article "A 'Pure History Law'" by James Franklin Jameson, published in the July 1923 issue of the journal. Emphasis is given to topics such as textbook laws in Wisconsin and Texas, the role of nationalism in historiography, and citizen participation in history curricula.

The article is based on such periodicals as Monthly Magazine of the Ministry of Education (Izglītības Ministrijas mēnešraksts), Our Future (Mūsu nākotne) and Educator (Audzinātājs), which were published in Latvia during the 1920s and 1930s. The article addresses the issue of social functions of history and its value in school education as reflected in the interpretation of politicians, professional historians and pedagogical community which is demonstrated in the mentioned periodicals. The issue is discussed in a diachronic context taking into consideration that the first independent Republic of Latvia experienced two periods: the period of democratic parliamentary republic and the period of authoritarian regime (after the coup of Kārlis Ulmanis in May, 1934). [ABSTRACT FROM AUTHOR]

History is taught at itam with the intention of providing future professionals with an awareness of the importance and responsibility of their social role. The General Studies Department was conceived as an open domain devoted to the teaching of Humanities, that is, all man's expressions unrestricted to any particular scientific field. Our goal is to allocate Man and Humanity at the very center of our studies and to achieve an integrating vision of knowledge. In addition, Education must help citizens become aware of their identities, and contribute to society through prudence and justice; it must provide a meaningful order to experience. [ABSTRACT FROM AUTHOR]

During the interwar period, a number of organisations started to look into education as part of an attempt to understand how nationalism was fuelled through education and to what extent it had forced the outbreak of the Great War. In response to nationalism and a perceived need for reformation of national narratives, the school subjects of history and geography became the primary suspects as advocates of chauvinism and militarism. In 1919, associations for the promotion of understanding and cooperation between the Scandinavian countries – the Norden Associations [föreningarna Norden] – began investigating history textbooks. This revision of textbooks was expanded in the 1930s to explore, assess, and develop the entire teaching of history in the Nordic countries. The Norden Associations converged on many levels with the disparate international movements for educational change. This article presents the Norden Associations as part of a process of hegemonic isomorphism in which cultural hegemony set the institutional boundaries within which the organisations could work in order to attain legitimacy. The article demonstrates how an organisation with a specific political agenda, and with only limited international objectives came to be – not only a part of – but, to some extent, an organisational role model for loftier efforts aimed at global and cosmopolitan history teachings. [ABSTRACT FROM AUTHOR]

This article examines the role that drawing can play in enabling children and young people to theorize concepts of time. In two, independent Australian research projects, children aged between 5 and 8 years were asked to respond to the question, ‘What might the future be like?’, while 12–14 year olds were asked, ‘What does history look like?’ There are points of connection and convergence in the analysis of the drawings and the ways in which the children articulate their visual representations of temporality to demonstrate deep and philosophical insights. This research illuminates possibilities for both the value of art practices in learning and the capacity for such approaches in schools. It disrupts narrow visions of neoliberal policy that privileges the teaching of literacy and numeracy in schools and seeks to transform children and youth into particular citizens for the future. We argue that expanding our view of the use and value of visual forms of learning and expression can contribute to a more layered and complex understanding of the capacities of children and young people. Further, this research contributes to better understanding of how students navigate challenging local curriculum and school terrain as they are increasingly posited as global citizens. [ABSTRACT FROM PUBLISHER]

This article presents the results of a Canadian study of prospective history teachers conducted in 2012-2013. Using an online questionnaire to assess a broad range of questions pertaining to their knowledge of history, their trust in historical sources, their experiences in high school and university classes, and their views about school history, it offers new empirical evidence on how the growing generation of Canadian teachers are prepared for the teaching profession. Implications of this study for teacher education and practice teaching are also presented. [ABSTRACT FROM AUTHOR]

This article examines the contemporary theoretical approaches that combine Holocaust studies and genocide studies, and the historiography of the Holocaust with the German occupation of eastern Europe. It analyses the sources of the idea, long dominant in Israeli historiography and among Jewish historians in the United States, that the Holocaust was an event of unique historical significance, as well as the crisis that has beset this perspective since the beginning of the twenty-first century. The place of the national-martyrological view of the Holocaust has been taken by new ideas that seek to incorporate the Holocaust into a broader history of the twentieth century. The article's premise is that the current trend of writing about the Holocaust as part of genocide studies offers only a partial answer to the need to write an integrated history of the Holocaust. It must be supplemented by the development of an approach that incorporates Holocaust studies into the broader national context of the countries and societies in which it took place, particularly eastern Europe, where European Jews were murdered alongside millions of members of the other nations that lived in the region. [ABSTRACT FROM PUBLISHER]

This article addresses the divergent cultures of silence and memorialisation about the civil wars in Sierra Leone and El Salvador, and examines the role that sites of remembering and forgetting play in crafting post-war citizens. In the formal education sector the ministries of education in each country have taken different approaches to teaching the history of the war, with Sierra Leone emphasising forgetting and El Salvador geared towards remembering war history. In both countries nongovernmental actors, particularly peace museums, are filling the memory gap. Drawing on ethnographic fieldwork in each country, the article documents how the culture of silence that pervades Sierra Leone enables a progress-driven ‘looking forward’ without teaching the past, while El Salvador is working on weaving a culture of memorialisation into its democratisation process. The article argues that knowledge about civil war history can raise young people’s awareness of the consequences of violence and promote civic engagement in its deterrence. [ABSTRACT FROM PUBLISHER]

The article focuses on the works of Brazilian educator and philosopher Paulo Freire on teaching in general and history teaching by considering the challenges of contemporaneity, with a special reference to democracy and citizenship. Topics discussed include the development of an independent and critical historical thought by considering democracy; the importance of directing education and the teaching of history to young people with close social relations; and the importance of "historical conscience" for building civil and citizen awareness.

The history of history education, past and present, often resembles a history of contestation, in which rival and polarized understandings of the meanings of 'history' and 'history education' vie for dominance (Nakou and Barca, 2010). A common polarity in debates on history curricula is the opposition between 'knowledge' and 'skill', an opposition that has had considerable currency in recent curriculum reform processes in England which have emphasised 'core knowledge' (DfE, 2013). Drawing on examples of classroom practice (Chapman, 2003; Woodcock, 2005; Buxton, 2003) and on systematic research and theorizing (Shemilt, 1983; Lee and Shemilt, 2009) this paper aims to destabilize such binary talk and to explore the ways in which 'first order' knowledge and understanding about the past and 'second order' or metahistorical knowledge and understanding of how the discipline of history works are both logically inter-related and inseparable in practical terms. The notion of historical 'enquiry' (Counsell, 2011) is explored as a pedagogic tool for the simultaneous development of these inter-related dimensions of historical thinking. [ABSTRACT FROM AUTHOR]

This piece considers the subfields of African gender and sexuality history, from the perspective of an unusual career path that has moved between higher education and activist work in Canada and Uganda, and included policy and public service work in the latter. Over the past few decades, African women's history has shifted from the margins of African historiography to the mainstream; scholars have subjected a wide range of topics to insightful gender analysis; and increasingly sophisticated studies of sexuality have emerged. This piece surveys these important developments and how they have played out in the classroom in relation to students’ shifting political and social sensibilities. It argues that, moving forward, scholars should devote more attention to the precolonial history of sexuality and develop creative methodologies for reconstructing that history, especially through engaging historical demography. [ABSTRACT FROM PUBLISHER]

A reanalysis of colonial education is necessary in order to highlight its multifaceted and hybrid nature in specific colonial contexts. Although in general, colonial education served the socio-political needs of the colonial machinery, the colonial government's hegemonic authority over the school curriculum did not operate as a totalising project. It was fettered by issues of political and social expediency that required both assimilation and accommodation in dealing with the sensitivities that were part and parcel of colonial rule. Influenced by theories of colonialism, this study used primary and secondary sources, in order to provide a nuanced understanding of the colonial history curriculum in Botswana. The paper argues that colonial rule was not merely a result of a foreign administration, but operated subject to local (counter-veiling) conditions, which reflected the complexities of the colonial context, and inadvertently influenced colonial education policy and practice, as well. Moreover, in the quest to create room for the incorporation of indigenous histories, the colonial authorities unwittingly came to reinforce the cultural hegemony of the principal Tswana groups. This provided the basis for the framing of history curricula in ways that inadvertently rendered the histories of the ethnic minorities invisible. [ABSTRACT FROM PUBLISHER]

Arranged in particular disciplines, areas express specific ways of looking at the "pro-duction of humanity" in each subject (Saviani, 1991). This reality has its "genesis" and development in the division between "manual"and "intellectual" labor. In conside-ring the relevance of what is to be grasped in every area of knowledge for the forma-tion of broad and subsequent generations, we start with announcement of the object of study of the knowledge that guides the productive, cultural and technical - scienti-fic practices set in a particular historical time and place, and displayed institutiona-lly in a curriculum. Here, we have chosen the field of history to investigate the object of its study. In doing so, we selected a universe of103 history teachers from the school system in Londrina, Parana (Brazil) to answer questions on the specifics of this area. Having systematized the data, we compiled the results using Bardin's content analy-sis method (2004). Following this approach, we organized the data according to the frequency of the responses, selecting the words with significant categorical content for the area and with major incidence. Given the results, we adduce, in an introduc-tory way, a convergence in the responses through the identification of an object sig-nificantly described in the regular discourse; that is, the central object of interest to be pursued by a certain generation of teachers in epistemic defense of the area of study on the subject: man in time. The study also identifies certain socially determinant trends - conveyed in academia and advanced courses -that are relevant as a source of analysis for recognizing the praxeological crux of the area of knowledge guiding a given curricular rationale. [ABSTRACT FROM AUTHOR]

The article sets out a 'big history' which resonates with the priorities of our own time. A globalizing world calls for new spacial scales to underpin what the history curriculum addresses, 'big history' calls for new temporal scales, while concern over climate change calls for a new look at subject boundaries. The article proposes a planet-wide big history which builds on the considerable disciplinary gains made in history education in recent decades as well as proposing a history curriculum with more porous boundaries between natural and human history. What this might look like in classrooms is explored and the limitations and obstacles to the implementation of these approaches in classrooms addressed. [ABSTRACT FROM AUTHOR]

During a time of post-war sensitivity to Canadian nationalism and patriotism, public feeling was aroused in 1920 New Brunswick regarding a world history textbook with a new chapter about the First World War. The American author made no reference to Canada’s war efforts. The subsequent public discussion focused on issues of patriotism, citizenship, history education and schooling, but it eventually dissolved into longstanding conflicts over language and religion. This case study investigates how questions about history education were interpreted through the lens of the political partisanship of the newspaper editor, the bureaucratic rationality of the educational administrator, and the Acadian nationalism of the Roman Catholic Bishop. The controversy depicts a loosening but not breaking of postcolonial ties, and uncovers the political nature of public memory, along with the complex intertwining of religion and language rights within schooling, history education and citizenship in post-war Canada and New Brunswick. [ABSTRACT FROM PUBLISHER]

Current paper investigates the narratives of second year History students at the Universidade Federal do Rio Grande, in 2013, with regard to the discipline Theory and Methodology of History II. The issue proposed to students was: How would you construct a research work from a theoretical Marxist point? Students produced narratives and constructed material analyzed in current paper. Foregrounded on the points proposed by Historical Education to systematize a reflection on the analysis of students´ tactic ideas on their appropriation processes of theoretical reflection, we would approach the research work that intend to explain “the construction of History´s disciplinary code” (SCHMIDT, 2010, p. 251). Although our focus is different, it is very close. We lack research on the ways one understands History in higher courses that form future historians. From the methodology of Elliot Eisner (1998), we will employ the “qualitative investigation” that understands what students do and how their groups work with things taught through observations in the classroom and the materials produced. [ABSTRACT FROM AUTHOR]

The purpose of the current study was to investigate how the phenomenon of war was studied at the history books of secondary education. The method of the research depends on document analysis. For that reason, the history course books were investigated and the wars told in the books were determined. In the course book of Modern Turkish and World History, you can find wars and treaties. Establishment of Bolshevist regime led to new wars in the political history. In this book, it is likely to see something about World War II as well. Following the World War II, the cold war between Soviets Union and the USA had a great impact on era. The civil wars told in the Modern World History mostly intensified in the African countries. As for the twenty first century, the wars have mostly been realized as the civil wars and terrorism. [ABSTRACT FROM AUTHOR]

This article compares the history curricula of Hong Kong and Singapore since the 1980s with respect to their treatment of Japan, particularly its involvement in World War II. It examines the role played by Japan as one significant "Other" against which its former victims define themselves. As well as being cast as a wartime aggressor and agent of local "victimhood," Japan has also been hailed as an economic and military model worthy of emulation. By comparing portrayals in school history textbooks and their shifts over time, the author shows how images of Japan have been used by state elites in these two former British colonies to construct significantly divergent official visions of "postcolonial" identity. [ABSTRACT FROM AUTHOR]

The author discusses her experiences in utilizing the history of cigarettes and cigarette smoking in the U.S. in teaching 20th century U.S. cultural history to students at the Massachusetts College of Pharmacy and Health Science (MCPHS) University. She discusses the history of the prevalence of cigarettes in U.S. culture, the use of primary sources such as cigarette advertising in her course, information concerning smoking health risks, and government policies toward the tobacco industry.

This article examines why California secondary school teachers rarely include units on the Middle East in their classrooms despite the importance of the region in the world today. In order to explain this gap, it will consider the massive knowledge demands on history teachers, state and federal testing practices, content standards that define what teachers must cover and how the students and parents themselves all limit a teacher's ability to include the Middle East in the public school classroom from kindergarten through grade twelve. After an examination of the issues involved, a few solutions are offered to assist in increasing education about the Middle East. [ABSTRACT FROM AUTHOR]

Some years ago, I realized that I was the first historian of Germany hired in a tenure-track position at Amherst College. I got my job in 2000. Steeped in German history, I was surprised that a premier liberal arts college chose to hire a historian of Germany only at the very end of the twentieth century. My generation of historians of Germany often think—and other historians of Europe share our perception—that German history is a strong (if not the strongest) field in modern European history. Whether measured anecdotally by the number of job openings, the number of historians hired, the stream of published books, or the share of German history articles in academic journals, it always seems that German historians and German history are at the forefront. In fact, though, historians of Germany have always made up the smallest cohort of historians of the major European history fields (that also include British, Russian, and French history). According to the latest figures available from the American Historical Association (AHA), in 2010 there were 990 historians of Britain, 668 historians of Russia, 605 historians of France, and 592 historians of Germany in the United States. [ABSTRACT FROM PUBLISHER]

After three decades of armed confrontations, the Sri Lankan civil war ended in May 2009 with the military defeat of the liberation tigers of Tamil Eelam (LTTE). To sustain the war for so long, mechanisms of knowledge reproduction were used legitimizing violence and assuring the conflict's transmission across the generations involved in it. Drawing on ongoing fieldwork in the island's Eastern Province, this article addresses the processes through which Sri Lanka's war-history has been taught and learnt, empirically linking the multiple sites of knowledge transfer. It suggests a trajectory moving from the institutional (policy and textbooks) to the defiant (specific schools and armed movements) spaces of transmission, while comparing the attitudes, memories of violence and transmission strategies of educators, students and former combatants. The data are embedded within the broader discussions on social change and the cultural reproduction of war, a process illustrated with the help of a new concept: semantic alliances. [ABSTRACT FROM PUBLISHER]

Holocaust education in Slovakia stands at the confluence of diverse discourses of state and supra-national legitimation. Principles of national self-determination, minority rights, and political ideologies inform and lend credence to how Slovaks’ national and state identities are narrated in Slovak history textbooks. For small nation-states with limited economic and military power, such as Slovakia, tapping into these discourses is critical to the state’s survival as they signal belonging to larger entities – whether that be the Soviet bloc, the European Union, or more obtusely ‘the West’ – and thus help to forge alliances with more powerful states. However, actors in these same nation-states can be adept at reimagining these international discourses to meet their own national agendas. Through an analysis of secondary-school textbooks published before and after the fall of state socialism, this article evidences how these competing discourses interact to alternately advocate for, obstruct, and complicate the narration of the Holocaust across time and regime change in Slovak schools. [ABSTRACT FROM AUTHOR]

This article examines the parameters and constraints that discuss the creation and dissemination of education system and the way in which ascribes the teaching of history in the general education cluster. It is stating that the national education system does not appear to correlate a picture that simply allows the State to exercise a hegemony closed in the processes of formation of the Colombian national identity. The emphasis will rather that this project was to facilitate cohesion and social mobility through various obstacles inherited from the nineteenth century. [ABSTRACT FROM AUTHOR]

The capacity to imagine is a key aspect of creativity and, in this paper, it is argued that it is this capacity which needs to be harnessed in history education for young people. Although the creation of fiction and the use of imagination has tended to be regarded as a literary method, in this paper it is argued that it has an important role to play in helping young people discover history - something which might normally be seen as a purely scientific process. An interdisciplinary approach is needed. Researchers who study pedagogy confirm that in contemporary education, how teachers are interested in their subject and how they use their imagination is becoming increasingly important (Zeldin 1995). The problem is not particularly ontological (what to present in a history class) - instead, it is epistemological (how to present it). The choice of material stems partly from the topic but even more from the approach to the topic. It also depends on the target audience (e.g. children of various ages and carrying out various roles), the values of the society and ideological choices (what we are trying to tell the students about a topic). [ABSTRACT FROM AUTHOR]

This paper analyzes the official proposal for recent history teaching. For such purpose, we draw on national education laws (1993 and 2006), the curricula approved from 1995 to present for the secondary level (at the national level and at the Province of Buenos Aires) and regulations of the commemorations--especially March 24th and September 16th--. This analysis will be made in relation to the representations of memory and the progress of historiography about recent past, to consider up to what extent school contents have witnessed an impact due to changes in these narratives. [ABSTRACT FROM AUTHOR]

The article examines the author's experiences teaching Pacific History and English to Japanese students. The author, an American who grew up in the Marshall Islands, examines the historical and geographic relationships between Japan and Oceania. He explores postcolonial curriculum initiatives, particularly what he cites as an "archipelagic" view of cultural studies and history. The author describes a course at the University of Tokyo he devised following several discussions with Pacific islanders entitled "A sea of islands connects us: contemporary Pacific Islander perspectives on empire, war, and globalization." The author discusses the syllabus of the course including definitions of Oceania, studying indigenous scholars, and decoding regional maps.

The article analyses three essential elements for authentic assessment of the learning process in History, Geography and Social Science. Firstly, there is a summary of the dramatic transformations undergone by evaluation and assessment field in the last decades. Then, the Chilean ministerial curriculum proposals for the subject and its specific emphasis on elementary and secondary school are presented. Finally, there follows an explanatory development of some essential "methodological work" that subject teachers should consider nowadays to achieve competences and abilities focused on problem raising so that they may facilitate critical complex and analytical thinking of social, historical as well as local, national global history settings. [ABSTRACT FROM AUTHOR]

In the age of accountability, there is increased pressure to deliver high-quality education in a limited time period is greater than ever before. Teachers are often left to struggle with issue of determining what knowledge is necessary, and to what depth it may be explored in the classroom. There is a need for strategies to both incorporate the best forms of historical knowledge and to cope with the increased demands on our teachers. The purpose of this article is to examine the idea of what constitutes 'historical knowledge,' the issues of breadth and depth, and to suggest strategies for history teachers on how to deal with the challenge of finding the 'right' balance between breadth and depth in their history courses. [ABSTRACT FROM AUTHOR]

Background: Twenty-first-century undergraduates often find eighteenth-century culture difficult to access and, influenced by popular assumptions about the period in current media theory, characterise the century as individualist, underestimating the cultural significance of social networking in literary and political history. Purpose: This study set out to teach the history of social networking as culturally significant in the production of literary texts during the eighteenth century as well as to demonstrate the intellectual and compositional potential of today's social networking technologies. A virtual reconstruction of eighteenth-century London in Second Life and a semester project requiring the student recreation of 3D social spaces like coffee houses and gardens tested the uses of social networking tools to teach research methods and build disciplinary knowledge. Sources of evidence: Evidence of student learning outcomes is provided by three undergraduate courses in eighteenth-century culture, with 68 students total, that participated in Second Life re-enactment assignments on Island 18 during the autumn of 2008 and spring of 2009. The results of the student projects as well as student-completed evaluations and self-reflective essays about their experiences using virtual reality to learn history are consulted. Theoretical evidence by scholars of new media, eighteenth-century history and education provides a background for the study's impetus and goals. Main argument: Virtual reality provides an opportunity for educators of eighteenth-century culture to teach students, through the reflective and critical use of the social networking tools Second Life makes available, the significance of social networking in the history of ideas of that period. We dismantle the generalisations of scholars working outside of the period who characterise the eighteenth century as a solely individualist era, during which singular genius defined the enlightenment and propose a more culturally viable model of social collaboration, supported by communication technologies not so different from twenty-first-century instant messaging, blogging, twittering and emailing. Conclusions: Contrary to the recent findings of humanities educators who claim that digital social networking tools are distracting undergraduates from more valuable academic writing, we find that a task-oriented semester project requiring the construction of 3D historical social spaces teaches investigative research skills, deterritorialises disciplinary knowledge and promotes revision as an ongoing process. [ABSTRACT FROM AUTHOR]

Teaching the Holocaust in multicultural classrooms and in places which have experienced mass violence raises the question of whether specific methods of teaching are required. One of the answers is that Holocaust education in these cases should facilitate the creation of parallels and similarities between past events and the experiences of the learners. This concept is contrasted with a historicist approach, which studies and comprehends each event in its own particular context. Such a stance focuses on the subject matter and much less on the identity of the learners. [ABSTRACT FROM AUTHOR]

The philosophical background of the subject history in secondary education has been mainly addressed through research based on 'obvious' source types (curricula, discussions in committees or journals, ...). This article proposes a narrative method of analysing history textbooks in order to study the underlining historical philosophy of history education. [ABSTRACT FROM AUTHOR]

Recognizing the difficulties faced by teachers of history in public schools that operate state of Campina Grande-PB, to deal in the classroom, the history of the so-called Far East, especially the shortage and poor accessibility of teaching materials devoted to the subject throughout the national territory, aimed, through this work to establish partnerships between the Academic Unit of History and Geography and the public schools of the High School of Campina Grande, to guide the development of strategies for teaching the history of Japan, China and India. Thus on the basis of a diagnosis on the recurrence of such themes in the content of school programs, promote partnerships in research and development of teaching materials available to students and teachers of the High School of the College of the Silver State. It was done through regular meetings and the holding of thematic workshops with students and/or teachers about the issues at stake. From this research it was possible to diagnose the difficulties faced by public schools to teach specific subjects that are still tentatively in textbooks and, in general, require an infrastructure and additional training for specific teachers. [ABSTRACT FROM AUTHOR]

Contextualization, the act of placing events in a proper context, allows teachers to weave a rich, dynamic portrait of a historical period for their students. As teachers strive to identify enduring themes and patterns, they must teach students to appreciate the particular policies, institutions, worldviews, and circumstances that shape a given moment in time. However, contextualized historical thinking runs counter to the narratives and frameworks that many students bring to class. Not only have many young people internalized timeless, psychologized notions of why people behaved as they did in the past, but they have also absorbed powerful stories through popular culture. Challenging long-standing historical frameworks takes time, and educators must give students multiple opportunities to practice and apply their new knowledge and skills. In this article, the authors describe three activities that help students think contextually as they read historical documents: (1) providing background knowledge, (2) asking guiding questions, and (3) explicitly modeling contextualized thinking. [ABSTRACT FROM AUTHOR]

This article presents four guidelines for providing direct instruction in thinking skills in social studies and history at any grade level. The author first describes, with examples, three major components of any thinking skill that students need to know. Second, he presents teaching techniques for making these components explicit. Third, he outlines and explains two different strategies for organizing introductory skill lessons. Fourth, he describes a variety of techniques for scaffolding and cueing continuing thinking-skill practice as well as strategies for organizing different types of skill-practice lessons. He explains principles for employing these techniques and strategies throughout. He also highlights three factors teachers should consider in implementing thinking-skills instruction. The article concludes with a brief research-based rationale for infusing thinking-skills instruction with social studies and history instruction. [ABSTRACT FROM AUTHOR]