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This study examines a student teacher's assignment of a historical documentary project in her middle school classroom placement. Results reveal that this student teacher and her cooperating teacher collaborated together to assign the project as a means to foster a personal connection with students and that their mutual commitment to this purpose fostered an experimentalist type of student teaching experience. Despite experiencing adversity with assigning the documentary project, the student teacher was not deterred from completing the project nor from her desire to assign a documentary making project in the future. Implications of these findings are discussed.

The article discusses the great uncertainty about the course of contemporary history, which many have increased in recent years. It reports on the dwindling of the approval of values that were once universally accepted and above all accepted in the western industrialized nations. They concretized themselves in the general obligation to the rationality of the judgment.

This article proposes a new of field of research in social sciences education: Historical Memory Education (HME). Despite the large amount of educational experiences following the end of violent conflicts and totalitarian regimes during the twentieth century, historical memory has not been recognized as a field in educational research. From a review of research and experiences worldwide, the authors identify a new field in education research that cannot be reduced to peace education, bullying prevention, or history education, but that takes elements from all these fields, as well as from local pedagogical experiences, to face the challenge of healing the wounds of longstanding violent conflicts. This article organizes prior research in a comprehensive framework that describes the levels, pedagogical principles, and spaces of HME. [ABSTRACT FROM AUTHOR]

Since its inception in 2003, Kurdistan's Regional Government (KRG) has implemented a wide range of reforms in Iraqi Kurdistan's (IK) education system. The history education curricula (HEC) students encounter glorify war, exclude different narratives or interpretations, and fail to foster critical debate or enquiry. In their explicit content, as well as in their implications, processes, and delivery, IK's HEC encourage violence, foster divisions between Muslims and non-Muslims, and serve to establish the dominance of the most powerful group in society. [ABSTRACT FROM AUTHOR]

The article presents educational activities of the Children's University of Interesting History. The various methods that allow effective teaching of the history are analyzed. The Children's University of Interesting History has been a part of Warsaw educational market for six years. The case study included in the paper illustrates the university's unique methods and attitude towards students. The author analyzes different teaching methods and educational goals concerning every university group, from the youngest students - Observers and Explorers, by Travelers and Researchers up to the oldest - Creators. Such a diversified approach allows building the coherent vision of history. Teaching this vision is the basic concept of the Children's University of Interesting History, which is also visible in practice. Referring to what Leszek Kołakowski says, one may call such approach a translation project. [ABSTRACT FROM AUTHOR]

This study is qualitative research which employs phenomenology approach coined by Edmund Husserl, the father of phenomenology. The main purpose of this study was to describe the phenomenon of teaching Philippine History subject in the tertiary level in the private university. The participants of this study were the students of different courses enrolled in Philippine History in the private tertiary university during the second semester of school year 2015-16. Also, this study included the faculty members handling Philippine History during the said semester. This research utilized interview guide in gathering information. The delivery of history in a private tertiary education was successful because the students were satisfied in the method utilized by the faculty members. In effect, the students realized that the History subject is vital in the development of patriotism and nationalism. Finally, the school managers and faculty members of history should employ teaching models fitted to the needs of the students in the contemporary period. [ABSTRACT FROM AUTHOR]

The article focuses on the methods for teaching Treaty of Versailles to the history students. Topics include differences in how the armistice was viewed by the German military and the allies; German military's conflicting expectations of the Treaty of Versailles; and German resentment towards Treaty of Versailles that led to World War II.

According to the South African curriculum, two of the aims of learning history are to learn the process of historical enquiry and to understand historical concepts such as the use of historical sources and examining evidence. This paper explores how a sample of seven social science South African textbooks uses historical sources to enable learners to learn the process of historical enquiry. The findings show that there were no primary sources presented in the Grade 3 - 6 textbooks, although there were many generic pictures and texts. There is an increase in the number and use of sources in the Grade 7 to Grade 9 textbooks, but issues of contextualisation and lack of provenance remain a challenge to the process of developing historical thinking. 'Pseudo sources' (a picture or text recreated to look like a primary source) and generic sources of information do not support historical thinking. The multiperspective approach, which means understanding the diverse ways of interpreting the same event, is poorly developed in the lower grade textbooks but became more evident in the Grade 9 books. Thus, specialised procedural knowledge is only introduced to learners in Grade 9, suggesting that the primary school textbooks analysed in this study are not fully supporting the aims of the official history curriculum. [ABSTRACT FROM AUTHOR]

An essay is presented discussing why former U.S. President Barack Obama's 2008 speech known as the "A More Perfect Union" (AMPU) speech can be used in history classes in historicized discussions on race. The authors explore Obama's curricular-historical legacy and how the AMPU speech could be used to promote racial literacy.

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]

The publication of school textbooks in Chile puts large sums of money into play each year, which makes it a very desirable industry. This underscores the crucial importance of investigating to what extent these textbooks are consistent with the didactic purpose for which they are intended. This study is a continuation of previous research that was done on the quality of textbooks used by Chilean public schools in the history and social sciences subsector, so as to evaluate to what extent recent years (2012-2016) have seen changes in their conception and make-up that might indicate an improvement in their quality and contribution as a crucial tool to support the teaching process. One of the prime objectives was to identify the major strengths and weaknesses of the selected texts, using their content as a variable, which is dimensioned according to certain indicators of form and substance. A sample of textbooks from the period between 2012 and 2016 that were published or republished for the Ministry of Education (MINEDUC) in 2016 was selected for this purpose. Then, the indicators for the dimensions of the variable and the subsequent analysis were defined. The results were presented and keyed to those of the previous study. One of the main conclusions indicates there is an urgent need to review certain essential aspects; namely, impartiality in the way content is treated and objectivity in the presentation of facts and phenomena, as well as an adequate explanation based on their causes and effects. [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 Ensayos: Revista de la Facultad de Educacion de Albacete is the property of Ensayos Revista de la Facultad de Educacion de Albacete 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 Holocaust was one of the most significant events of contemporary history and still has great relevance for current times. This paper analyses the portrayal of the Holocaust in secondary education history textbooks in Spain. As this type of research has grown in the international arena, the need to review critically this event in Spanish textbooks has become ever more evident. This paper reviews what has already been written on this subject in the international arena and makes a number of methodological observations both quantitatively and qualitatively. In the review, a number of deficiencies in the representation of the Holocaust were found. This strongly indicates the need to contextualise the study of the Holocaust and frame it within a structural perspective that would account for its multi-causal origin. Attention is also drawn to the need to improve the content, dispel some myths and improve deficiencies identified in textbooks on the subject. [ABSTRACT FROM AUTHOR]

This article presents the results of a study that analyses students' historical narratives of the nation in relation to historical consciousness and how their sense of self-identification with groups affects their narrative structure and orientation. This study was conducted with French Canadian students registered in two high schools (n=58) and one university (n=18) in Ottawa, the federal capital of Canada. I found that a strong sense of identification leads young people to construct more engaging and militant stories of the collective past, with greater historical appropriation (using the collective 'we') and a sense of continuity with past actualities. I then discuss the implications of this study for research on the narrative competence of historical consciousness and what history education might do in school to promote historical consciousness in Canada.

This paper reports on a study that invited 187 16–18-year-old students in the United States to draw diagrams showing connections between their own lives and the past. Interviews were subsequently held with 26 study participants. The degree to which students made connections between their own lives and the past, and the various ways in which they integrated personal and historical narratives, are discussed, with three examples explored in detail. The ways in which interviewed students talked about their diagrams point to the significance of individuals' understandings of the nature of historical knowledge for how they use the past to orient their own lives.

In 2012, Uganda celebrated 50 years as an independent state following more than half a century under colonial rule. Since independence, Uganda has experienced a period of political turmoil and civil war within its constructed colonial borders. Given these historical experiences, what do students find important about their nation's history and what history do they relate to when asked to explain their contemporary society and envisage possible futures? This article argues that Ugandan students' historical orientation is informed by and dependent on these students' local contexts. Furthermore, those students adopting a retrospective approach to history, compared with those applying a prospective approach, made more sophisticated judgements about the past. The study on which this article is based explores 219 narratives written by 73 Ugandan upper secondary students. The narratives were elicited through written responses to three assignments and were designed to capture different approaches to history, specifically prospective and retrospective approaches. Participants originated from two distinct regions: central and northern Uganda. The empirical results show how different approaches to history influence the students' narratives. For instance, value judgements about past developments were more common among students applying a retrospective approach. Students from northern Uganda were generally more inclined to tell a story of decline.

The aim of this article is to analyse adolescents' views of Swedish history. A small number of adults were also included in the study. The analysis shows that, regardless of the age of the informants, Sweden is portrayed as an exception from the world through its legacy of a long peace (in spite of a war-torn distant history) and through its enjoyment of progress, democracy and prosperity. We interpret this as a result of a history culture in which schools as well as other institutions produce a common, conflict-free history, which may be challenged in an emerging neonationalist era.

National narratives have often served to mobilize the masses for war by providing myths and distorted interpretations of the past, while conversely wars were major sources for producing national narratives. Because national history is very likely to remain a central topic in history education, albeit in ways that differ from how the topic was used fifty years ago, it is important to gain a greater understanding of the underlying structures and mechanisms of these narratives in history textbooks. After outlining the historical interconnectedness of the emerging nation states and history teaching, this review article explains the complexity of the history textbook as an educational resource. Next, we identify some current problems and challenges in history textbook research. We continue by discussing promising research trends related mainly to national narratives, such as the analysis of images, the use of digital tools, and studies of the autonomy of textbook narratives and of history textbooks in relation to other media. Another recent reorientation is textbook research that uses a holistic approach. By this we mean studies that examine the history textbook as a whole: composition, periodization, visual intertextuality and chapters that do not at first glance appear to focus on national history. These studies offer new insights and explanations for the perpetuation of national narratives in history textbooks.