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Throughout Turkey's geography, migration has been an immutable reality and an essential part of its presence. Anatolia, the geography of civilizations shaped by migration, has not only been the destination of migration but also the path of migration. It has contributed along with the push and pull factors for migration movements at different times. The concepts of migration have become more prominent in academic literature, especially after the Syrian Civil War outbreak in March 2011. The prerequisite for living in peace with millions of refugees, who were supposed to be guests at first, but now seems permanent in our country, is to eliminate xenophobia. Xenophobia can only be combated with an essential humanistic attitude, which politics must support. Education is the most important means of achieving this humanistic attitude, and teaching history is one of the most appropriate subjects for eliminating xenophobia in education, which can help build a culture of coexistence. Therefore, the historicity of migration that is equated equating the historicity of migration with the history of humanity and representing migration with an emphasis on the humanistic side of it in history textbooks could be constructive ways to combat xenophobia and promote a healthy community life through education. The aim of this study is to analyze the level of representation of migration and relevant concepts in 2018 and 2019 compulsory high school history textbooks published by the MoNE (The Turkish Ministry of National Education). Based on this study's findings, it is recommended to improve the quality and quantity of the representation of migration and relevant concepts in the history textbooks for the youth to develop a sense of empathy with migrants on the threshold of adulthood. [ABSTRACT FROM AUTHOR]

Students often have a negative perception of history due to the traditional methodology employed in most classrooms. The objective of this quasi-experimental research was to establish whether elementary students’ perceptions of history improved after a gamified project was introduced into the classroom, compared to a control group that followed a traditional methodology. Students completed a questionnaire on a Likert scale before and after the classroom intervention. The results showed significant differences between the groups (posttest) and within the experimental group (pretest-posttest). This initial exploration of this issue hopes to arouse interest for new research able to overcome the limitations of this study, such as the sample size.

While English for Specific Purposes (ESP) has demonstrated efficacy in multiple professional and academic fields, its application in humanities, particularly history, remains underexplored. This study addresses this gap by examining the effectiveness of a tailored ESP approach in enhancing English language proficiency among history students. The overriding aim of this research is to evaluate the potential benefits of integrating an ESP approach within history education, focusing on the specific linguistic needs and characteristics inherent in historical discourse, archaic language, and academic writing. The study poses a research question of whether a tailored ESP approach, designed around the linguistic demands of historical discourse, archaic language, and academic writing skills, can result in a significant improvement in these skills among history students. This quasi-experimental study involved two groups: a control group receiving a traditional English language course and an experimental group receiving an ESP-oriented course focusing on historical discourse, archaic language, and academic writing. Participants were subjected to pre- and post-intervention tests to measure the efficacy of the ESP approach. The experimental group demonstrated statistically significant improvements in all three areas compared to the control group. The observed benefits were not only statistically significant but also educationally meaningful. The findings point to the efficacy of the ESP approach in history education, suggesting a potential avenue for innovation in English language instruction. They also expose the need to align language instruction with the specific linguistic characteristics of the learners’ field of study, offering supporting observations for further advancements in ESP pedagogy. Future research should explore the long-term effects of the ESP-oriented approach on history students’ language proficiency and academic performance, ideally through a longitudinal study. Investigating the adaptability of tailored ESP programmes in other humanities disciplines beyond history could also yield data regarding their efficiency in diverse academic contexts.

This article contributes to a preliminary historical and decolonial analysis of teaching and research in the field of education and international development at the UCL Institute of Education. The preliminary analysis, published as ‘Education, decolonisation and international development at the Institute of Education (London): a historical analysis’ by Elaine Unterhalter and Laila Kadiwal, appeared in the Special 120th Anniversary Issue of London Review of Education. That article and our response to it focus on the work of the Centre for Education and International Development, and its preceding organisational forms from 1927 onwards. In a responsive critique, we consider the evidence, methods, analysis and conclusions offered by Unterhalter and Kadiwal and identify a wide range of additional material on curriculum, staff, students and international partnerships that will be of value to future historians. Contemporary decolonial analysis is important for interpreting the history and for the future positioning of the Centre for Education and International Development, and the wider field of study. We conclude by identifying challenges for ongoing work in this area. [ABSTRACT FROM AUTHOR]

This article examines the experiences of historians teaching American history and culture in Europe. It features interviews with prominent scholars who discuss the evolving nature of American studies, the interdisciplinary approach it encourages, and the significance of transnational perspectives. The article also explores the establishment of American studies programs in various European countries and the influence of political and cultural events on the interest in American history. It concludes by examining the impact of neoliberalism on academia and the changing attitudes towards American studies. The text provides a range of perspectives and experiences from scholars teaching American studies in European universities, highlighting the challenges they face and the importance of interdisciplinary approaches and current events in the study of American history. It also discusses the role of the American Studies Network (ASN) in fostering collaboration and supporting the study of American history in Europe. [Extracted from the article]

This article analyses the changes in education legislation and the history curriculum in Spain over recent decades. To this end, the characteristics established for the teaching of history in the last two education laws, passed in 2013 and 2020 -- the first by a conservative government and the second by a progressive one -- are studied and compared. This study is carried out by situating the education debates presented in this research in the social and political context of Spain. The study of these legislative changes allows us to observe the different visions of national identity existing in Spain, which find a prominent area of confrontation in education and the teaching of history. The article also argues that the emergence of the ultra-right has led to a markedly nationalist vision of Spanish history that seeks to recover elements of national unity, and that has become one of the axes defended by conservative options for the teaching of history in Spanish schools. This view contrasts with the approaches advocated in the latest education legislation, which propose a more heterogeneous approach to the subject of identity in Spain. [ABSTRACT FROM AUTHOR]

This paper analyzes the Reformation studies in China contextualized within the academic framework of world history as it developed from 1949 to the present, including the diachronic changes that scholarship has experienced, its essential characteristics, current debates, and ongoing trends. Over the last seventy years, steady development and some unique characteristics of Chinese academic research are evident. The Chinese academic community has not existed as an isolated island. On the contrary, it has been closely linked to the international scholarly ecosystem and affected by the international political and ideological environment. This paper summarizes those impacts and three trends evident in China within the study of the Reformation, as well as within the study of world history as a whole, and pointed out the sprout of creating historical writing from “the other’s perspective”: a Chinese perspective of the Chinese academics [ABSTRACT FROM AUTHOR]

Introduction: Relations between Iran and Russia have a long history. The relationship between the people living in the regions known today as the Russian Federation and the Iranians goes back thousands of years. But it was in the last two hundred years that the relations between the two sides reached their peak. In tsarist Russia, geopolitics and Russia's desire to develop its territory in the south was the most important factor in bilateral relations. With the rise of the Soviet Union, the ideological element was also added to this trend. The Soviet Union considered Iran as one of the countries leaning towards the West and based on this, it adjusted its foreign policy toward Iran. As a result of this historical relationship, different images of Russia have been constructed in the minds of Iranian elites and ordinary people. Many works have been written in Iran about the history of Iran and Soviet / Russian relations, and there is a lot of information about the image of Russians by Iranians. However, Iranian researchers have not paid much attention to the image and position of Iran in the Soviet Union/Russia. This is despite the fact that, according to constructivists, the identity of players of the international system has a vital role in their relations. They believe, identity is a relational phenomenon. This means that regardless of the image that each actor has of himself, the image of other actors will also be of great importance in determining bilateral relations. There are different ways to identify the constructed image of a country in other countries. One of the best sources is to check educational resources. Especially in the Soviet Union, which had a very ideological view of education, examining educational sources can be very useful. Based on this and considering the significant identity changes that occurred with the collapse of the Soviet Union, it is expected that the constructed image of Iran in the educational resources of the Soviet Union/ Russian Federation has faced significant changes. Accordingly, in this article, we examine the image of Iran in the Soviet Union/Russian Federation and determine the impact of identity changes that occurred in Iran and Russia on this image. In this regard, in qualitative research, using the case study method, we examine the constructed image of Iran in history textbooks in the Soviet Union and the Russian Federation . Research Question: During the last one-hundred years, what image of Iran has been created in Russia and how have the developments of the two countries affected it? Research Hypothesis: In the past one-hundred years, a marginal image of Iran has been constructed in Russia, and despite the identity changes that have occurred in Iran and Russia, there has been no change in this constructed image. Methodology (and theoretical framework if there are): According to constructivists, the identity of players has a vital role in forming relationships between them. Constructivists consider identity a relational and variable phenomenon formed in different periods. Another essential characteristic of identity, according to them, is that it is relational. In this sense, regardless of each player's image of themselves, the image that other players make of them also plays a vital role in defining their identity. In this regard, by using the theory of constructivism, we will try to identify the constructed image of Iran in Russia and open a path to identify the effect of this constructed image on the relations between the two countries. This article is the result of qualitative research. We use the case study method to conduct this research. A case study analyzes a specific research plan and examines a problem. Its purpose is to use the available information to predict future trends. Considering that the main sources of our research were the textbooks of the Soviet Union/Russian Federation, we have used the thematic analysis method to conduct our research. Results and Discussion: Based on the information obtained, we concluded that the image of Iran in the Soviet Union/Russian Federation is marginal and unimportant. The identity changes in both countries have not changed this image. Conclusion: The study of the history of relations between Iran and Russia highlights two important features: first, the disconnection and instability of bilateral relations; Second, the dependence of these relations on the position of two countries, especially Russia, in the international system. Another critical point revealed in this article's result is that despite the changes in both countries in the last 100 years, there has been no significant change in the mentality of Russians towards Iran. Based on the travelogues of Russian travelers and textbooks of the era of the Soviet Union and the Russian Federation, it can be said that relations with Iran were not very important for the Russians. In addition, the Russians' narrative of the relations between the two countries is distorted and different from the Iranians' narrative of history. Another noteworthy point is the lack of attention from Russian history education sources to the occurrence of the Islamic Revolution and the fundamental changes that took place in the Islamic Republic of Iran. As a result, considering the demarcations formed by the decision-makers of the Islamic Republic in recent years in the "Looking to the East" policy and expanding relations with Russia, it is appropriate to take measures to portray Iran more accurately in Russian society. With the creation of a more accurate image of Iran in Russia, we can hope for the expansion of mutual relations and more cultural exchanges and strengthen bilateral relations. [ABSTRACT FROM AUTHOR]

Historical figures have been increasingly brought into the Instagram world, providing insights into the past from a first-person perspective by addressing followers in stories or posts. This type of representation promotes the parasocial interaction (PSI) that creates the illusion of a face-to-face interaction with a media figure. This suggests the possibility that historical Instagram accounts might offer a novel platform for history education. This longitudinal study investigates PSI via actual interaction (e.g., liking and commenting on posts) with historical figures on social media. It uses the results to analyze educational potential in terms of several outcomes: interest in and knowledge about the historical figure and awareness of the historical characteristics and fictional nature of the accounts. To achieve this, followers of the German historical Instagram account @ichbinsophiescholl were surveyed at two time points (N t1 = 239; N t2 = 84). The findings reveal that actual interaction is positively related to the experience of PSI. In turn, PSI was supported by participants’ general interest in history. PSI did not increase over time but was positively associated with interest in the historical figure. Furthermore, followers experiencing PSI were more aware of the historical characteristics of the account but less aware of its fictionality.

This paper presents the results of a comparative study that seeks to identify conceptions of the importance of four types of formal content in history teaching (periods of history, cross-cutting themes in history, history of places, and national historical processes) among a group of Colombian (M=764) and Spanish (N=648) students in the last year of compulsory education in the cities of Bogotá and Murcia, respectively. A descriptive approach was followed based on a closed-ended questionnaire relating to historical consciousness, with item responses measured on a Likert scale. The results support the idea that the interest shown by students in the formal content proposed is an indicator that calls for a critical review of the structure and organization of history curricula in the two contexts studied.

Given gender as properties that distinguish organisms based on their reproductive roles as female or male, these properties have been argued to have discrepancies in the learning abilities of males and females. Therefore, this study analysed gender and academic achievement trend of graduates in History Studies from the University of Ilorin, Nigeria, from 2019 to 2021. This study adopted ex post facto research design within a census population. 1,491 male and female graduates of History Education from the Faculty of Education and History and International Studies from the Faculty of Arts from 2019 to 2021 were used as the sample. Therefore, the Order of Proceedings of the University of Ilorin for 2019, 2020, and 2021 was used for data collection. The data collected was analysed using descriptive statistics, such as bar charts and percentages, to answer research questions, and inferential statistics, such as the independent t-test for the hypothesis at a 0.05 level of significance. Findings from this study revealed that the trend of academic achievement among male graduates with 2nd-Class-Upper and Lower was upward, while the proportion of males with 3rd Class and Pass was downward. The trend of academic achievement among female graduates with 2nd-Class-Upper, 2nd-Class-Lower, and Pass was upward, while the trend for 3rd-Class was downward. Additionally, there was no statistically significant difference in the academic achievement of male and female graduates from the University of Ilorin. Therefore, it is recommended that male and female students should take their studies and courses seriously, among other recommendations. [ABSTRACT FROM AUTHOR]

In a 2017 book chapter on the continuing erasure of Indigenous epistemes in academia, the Sami scholar Rauna Kuokkanen posed an important question: is it acceptable for a site of learning to be so ignorant? Foregrounding Indigenous scholarship from the Arctic, this article examines the potential of history education to address this question. Based on previous research on Arctic gender history and the coloniality of knowledge, I suggest a paradigm shift, in view of the new UNESCO Education for Sustainable Development framework (May 2021). The research investigates the challenges and opportunities that history education offers in terms of epistemic and cognitive justice within the context of Arctic memory cultures. The article concludes that much can be learned from (not about) Indigenous scholarship, which has long demonstrated a range of critical and sustainable methodologies that offer opportunities to seek epistemic justice and the restitution of cultural memory. [ABSTRACT FROM AUTHOR]

This article focuses on an approach to the concept of historical time in early childhood education through the lens of cognitive psychology. It consists of three parts: (1) theoretical approaches, inspired by three broad scientific fields -- cognitive psychology, pedagogy and history; (2) the presentation of educational examples, formed by empirical data and case studies; and (3) conclusions. Its main purpose is to combine theoretical approaches and findings from contemporary scientific research with empirical data from the educational process, so as to argue that kindergarten children can represent and be taught the concept of historical time and, with its help, can be introduced to history education. [ABSTRACT FROM AUTHOR]

This study aims to explore and uncover another side of the potentials of Sunan Bonang’s Tomb in relation to its use for educational purposes. Its main focus is the utilization as a learning resource. Through a qualitative research under a case study approach with descriptive data. The data analysis start from data collection through observation, and interviews with local figure and site functionary, also documentation as support. Then step into data reduction, and subsequently the data presentation, later on draw the conclusion of research results. The Results showed that the Tomb of Sunan Bonang contains various potentials that can be utilize in relation to be as a learning resources. From the geographically and architecturally, The Sunan Bonang’s tomb possess opportunities as a learning resource such in Islamic education, history education, moreover multicultural and character education. Its use in the learning process can be through direct or indirect.

Research purpose - to specify the purpose of teaching historical study of a particular region in the conditions of global challenges and necessity of reconstruction of the Ukrainian state system which foresees solving of such tasks: at first, to prove the structural potential of metaphysical theory of a personality for teaching local history studies secondly, to find out the role of local history studies in formation in consciousness of young people of such concepts as "national interest", "national idea", "national values"; thirdly, to specify the content of an educative activity at teaching historical study of a particular region. Methodological basis of the research is the theory of four degrees of spiritual development of a man and metaphysical theory of a personality. Theoretical basis of the research are the reflections of the English historian and political philosopher H.Bolingbroke in relation to education of historical examples. It is allowed to specify substantially the purpose and methodology of teaching local history studies and connect studies and education on new theoretical-methodological principles. The scientific novelty consists in proving that metaphysical theory of a personality in the conditions of hybrid world(dis)order can be methodological basis for teaching historical study of a particular region, comprehension of motives to activity of historical, political, public statesmen of both the past and contemporaneity which will give possibility of evaluating historical events with the help of philosophical-anthropological and social-philosophical interpretation. Epistemological and educative potential of metaphysical theory of a personality is shown on historical examples. Historical events appear as an embodiment of a degree of socio-political and moral development of state political and public statesmen. Taking into account substantive provisions of metaphysical theory of a personality assisted to connect teaching of local history studies with social-philosophical concepts: "national interest", "national values", "national aims" and education on ethics ideals with education on historical examples. Conclusions. History and historical study of a particular region appear as a conflict of the depersonalized and personal beginnings of public life which assisted to conduct parallels between history and present days, to show succession of history on the basis of concepts "the Ukrainian idea", "national interest", "national values". History appears as an embodiment of human qualities which are the specification of ideas of G.Hegel about history as an embodiment of absolute spirit. In the process of teaching historical study of a particular region in the context of metaphysical theory of a personality a young man has the necessity to cognition of the internal world of a public figure and more precisely his motives to activity. A man begins to see qualities of a historical figure after the historical event. A man carries the obtained knowledge in contemporaneity about the internal world of the historical figure which is instrumental in establishing of socio-political, cultural parallels. [ABSTRACT FROM AUTHOR]

How can history pedagogy account for racialized experiences impacting historical thinking in the present? In contrast to a more universalized set of historical thinking skills, this article asserts a framework for historical inquiry through students' racialized experiences. What does historical inquiry through racialized experience look like? Rather than merely make room in the curriculum to validate racialized experience, students require tools to confront and historicize their experiences in a racialized world. Through three essential questions addressing the relationship between historical thinking and racialized experience, I emphasize historical scholarship that centers racially marginalized experiences. These essential questions lead into a framework for reorienting historical inquiry in the classroom, complimenting rather than replacing mainstream historical thinking pedagogy. [ABSTRACT FROM AUTHOR]

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]

Even though recent decades have borne witness to an increased educational interest in teaching the Holocaust, academic stances on why the topic should be taught still vary significantly. The aim of this paper is to present teaching interventions that would help educators to navigate through one of the most important open questions in Holocaust education: the question of aims. Three Holocaust-related teaching interventions, which themselves use open questions as the basis for teaching and learning, are presented and analysed. The open questions, as the background, allow the educators to simultaneously shift between various teaching aims. The interventions addressing the question of heroes, victims and bystanders, causal analysis of the Holocaust, and the responsibility of the Allies for the escalation of the Holocaust, are arranged in such a way so as to lead students from their day-to-day knowledge, through historical concepts, finally ending up addressing more abstract concepts. The analysis draws on literature related to both Holocaust education and the teaching of controversial issues, and covers a range of topics; from practical to more philosophical

The purpose of this article is to provide a unique overview of how third-order concepts, linked to moral consciousness, are expressed in research articles on historical consciousness related to education, as well as to document how frequently the concepts are applied between 1980 and 2020. A count of word frequency says something about how popular (strong) a concept is during a particular period, while different themes of moral consciousness enable teachers, students, and researchers to broaden their perceptions and sharpen their (moral) judgment in their day-to-day reflections and practices. The following questions guide the study: 1. How do words signal good/bad and right/wrong in the texts about historical consciousness? 2. How frequently are the words mentioned? And 3. What kind of frames do the choices of words indicate for educational practice and purpose(s)? Very strong, strong, medium, and weak words have been located between 1980 and 2020 depending on how often the words are mentioned. Five themes were found and are reported on in this article: cosmopolitanism, democracy, emancipation, character building, and existential struggles, which all come with different frames for how to approach the past in relation to the present and future in history education. [ABSTRACT FROM AUTHOR]

In the article, the author discusses world history education worldwide, particularly how world history is integrated in the curricula of universities, colleges and precollegiate schools in various countries. Topics include how American models were used by other countries to teach world history and the performance of world history education in the U.S.

We studied the natural history knowledge (NHK) of students (18–19 years), considering the salience of nature expressed through the knowledge of names of organisms, routes for knowledge transmission and acquisition and the potential of specific taxa to represent a student's overall knowledge.We report a 2‐year study of the NHK of 149 UK‐resident first‐year biology students surveyed by means of a free‐listing exercise, facilitating the assessment of salience, prior to participation in a residential field course run by the University of Oxford.Each year, students anonymously completed a questionnaire asking them to name any five species in each of five taxonomic groups (birds, trees, mammals, butterflies and wildflowers) found wild in the British Isles, also stating if those named were native or introduced. Metadata were collected on the students' background and sources of knowledge (e.g. family, teachers, etc.).Of the five taxonomic groups, birds were the best known by the students, while butterflies were the most poorly known group. However, although asked for names at species level, while 94% of students could name five British bird taxa, only 55.7% named them at species level, many giving folk generics such as 'duck' or 'seagull' instead. For butterflies, only 12.8% of students correctly named five British species, and 47% named none.Family influences, self‐motivation and knowledge of birds, rather than formal education, best predicted students' overall NHK. While urban/rural residency had a small effect on NHK, it strongly influenced the relative importance of other factors.Factor analysis showed that NHK was best represented by knowledge of birds. Furthermore, the bird species named predicted students' total NHK as well as the students' knowledge of birds. Asked to name their favourite bird, students with family influence were significantly more likely to name native species.We describe the complex interplay between context, family and formal education in developing nature salience; roles which we define as nature 'advocacy'. In the urban context, the advocacy of family and teachers was essential to engage young people with nature, while this was not so in a rural context. We briefly consider the implications of our study for natural history education going forward. A free Plain Language Summary can be found within the Supporting Information of this article. A free Plain Language Summary can be found within the Supporting Information of this article. [ABSTRACT FROM AUTHOR]

In this text, we propose a methodology for surveying and analyzing the political positions of high school students, adapted from the "politicalcompass.org" project. The question that mobilizes us is: are different social and political profiles associated with different visions of teaching history? We study the results from social and political variables, as well as variables related to the relationship with historical knowledge. Students with a democratic tendency tend to give positive value to the history, while the authoritarian profile associates history with a subject like any other, that does not add anything to their life. [ABSTRACT FROM AUTHOR]

At the dawn of the 21st century--when your author, who is now an educator, was in college--the United States was the sole global superpower. But the world changed with the terrorist attacks of September 11, 2001, as well as other events that remade the world in which current students now study. As an educator, I can explain that the structure of the world, termed "world orders," can subsist of underlying world "sub-orders," and "suborder traits" which even underlie them historically, and how students can outline them. In this way, while political-economic history looks to be constantly repeating itself, with the alignment of "traits" changing, what is considered "modern" and how we go about teaching it in history, political, and economic courses is the research aim of this article. Unlike the historian, whose job it is to identify such "traits," the social scientist should attempt to measure their importance; as educators, we need to point this difference out to students. These new ideas come from an educator with a background in both history and the social sciences. The article summarizes the current world order and concludes with a discussion of what "future" world orders might be, based on sub-orders, while offering ideas for educators to use for students, many of whom will be future scholars, on how to measure which world orders and "sub-orders" are generationally and empirically "modern." [ABSTRACT FROM AUTHOR]

As an engaging learning strategy, digital storytelling provides students opportunities for developing competencies as they immerse themselves in a meaningful learning experience. The study presented in this article explored the potential of digital storytelling as an instrument for the promotion of historical understanding. Thirty first-year teacher education students, who were divided into eight groups, participated in a digital storytelling project that required them to produce their own digital stories. The project was designed as an 8-week activity, which consisted of activities that guided them throughout the pre-production, production, and post-production phases. After the final week of the project, the students participated in focus group discussions. Aside from the focus group responses, data were also obtained from their reflection journal entries and digital stories. The qualitative data were subjected to thematic network analysis, surfacing six organising themes, namely historical significance, historical imagination, perspective taking, continuity, historical emphasis, and values and traits identification. These findings suggest specific courses of action for integrating technology in a history classroom.

In this article, we seek to identify and present data and facts that, in some way, configure the processes of persecution and annulment of Paulo Freire and his theoretical and practical contributions by the economically dominant groups of our country. For this, we seek, in records, historical facts and in official documents, basis that, together, show us that the reactions to Freire originate within these dominant groups and that they are part of a strategy of maintaining their perks and domains. We move on to recent history, which has the political, legal and media coup of 2016 as one of the steps in the process of domination of these groups. In theoretical terms, we seek to base references in the fields of History and Education. Freire's theorizations and contributions are brought in the sense of showing punctually why the reactions to him are so striking. In our conclusions, we resume our objectives and do what we can consider as a theoretical exercise, when we point out a becoming, some interrupted possibilities in terms of an aborted trajectory in the line of our history, with the coup d'état of 2016. [ABSTRACT FROM AUTHOR]

This article addresses memory studies from an educational perspective. In order to encourage pupils and students as independent agents in memory cultures they are part of, it is not enough to (as history education prescribes) learn history as a narrative about the past based on official sources or via the analyses of different uses of history. Rather, today history should also be considered as one of many different dynamic memory acts that define and redefine the past and the societies we live in. We therefore develop the concept of critical memory consciousness and argue for a memory pedagogy that gives learners the possibility to analyze memories that arise out of collective, cultural, and dialogic processes. [ABSTRACT FROM AUTHOR]

IT advances has been penetrating all of life including education. Educators need to help students exposed to cultural values to enable them filter things bad along with the IT invasion. Historical sites along with cultural values could be beneficial for such educational purposes. This research aims at investigating the historical site Umpak Reshogati located in Sogaten, Manguharjo District, Madiun City as well as the surrounding cultural values as potentials for educational sources of history education. This study involved such informants as the caretaker of the site, local citizens, local leaders, and government officials. Observation was carried out for 6 months beginning September 2019. Findings indicate that the historical site Umpak Reshogati was once the hall of Purabaya Regency, local people holds in high esteem such cultural values as gotong-royong (solidarity), faithfulness, and tolerance which are potentials for resources of history education.

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]

In this article, the main objective is to discuss, roughly, about the main debates around the teaching of History in the field of education in the 21st century. Although there is intense debate on this matter, there is also consensus, and our task will be to identify which questions have been answered, which have not yet, and in which areas. We will also delve into an analysis of the objectives of these debates, consensus and questions: whether they are more confronted with the way or the content of History teaching in school. [ABSTRACT FROM AUTHOR]

Some education practices can impede learning democratic citizenship agency by reinforcing injustices or omitting dis­senting perspectives. Other practices may help address con­flict issues through problem-posing inquiry activities. This literature review explores the ways social sciences’ curriculum practices can select knowledges that enhance peace or exa­cerbates violence. Considering peace and conflict theories, I highlight the limitations and possibilities for peacebuilding of Colombia’s citizenship and social sciences’ curricula. Also, I discuss the ways certain social studies curriculum decisions (selections and omissions) may reproduce violence, injustice and passivity. Finally, I discuss how certain practices may de­velop critical citizenship capacities to handle conflicts.

An introduction is presented to this special section arising from the August 2016 panel entitled “New Technologies and Methods in the Classroom," at the Sixteenth Century Society & Conference held in Brugge, Belgium on topics including material culture, the use of primary source material, and and historically-based games.

Once focused primarily on European and Chinese history, South Korea's world history courses are moving toward a global approach that spans multiple regions. In the midst of this curricular shift, we examined how Korean teachers conceptualize world history for themselves and for their instruction. We interviewed eight Korean teachers using card-sorting tasks and a think aloud methodology. Findings revealed that all participants sorted the cards differently when considering instruction compared to when they sorted cards for their own understanding, suggesting the role of teachers as instructional gatekeepers even in a country with a centralized National Curriculum. The Korean teachers discussed three instructional challenges in making these changes: connecting world historical events to students' present lives, unpacking for students events that spanned across large amounts of time and space, and managing students' preconceived notions or attitudes about different cultures. The ways in which participants dealt with these challenges differed. Additionally, in-service teachers made more complex connections between events and focused less on regions than did pre-service teachers. We discuss the cultural tools that Korean participants used in making instructional decisions as well as implications for curriculum development and teacher education for world history in South Korea and beyond. [ABSTRACT FROM AUTHOR]