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National canons of history sparked intense debate among historians over the last years, history educators have regularly shown concerns regarding these canons. The main arguments are that history is instrumentalized for political purposes, and that canons are incompatible with multiculturality. In this study, the cases of the Netherlands and Belgium (Flanders) are used to discuss these concerns. The aim of this article is to gain a more complex understanding of the use of canonical discourse in the setting of history education. The current study actualizes and reconsiders Banks' typologies of knowledge, and applies them to multicultural history education. Hence, the canon debates in the low countries are contextualized from an international perspective of debates on canon and history teaching. It is argued that both national canons specifically intend to confront popular knowledges and historical myths with academic historiographic discourses. More particularly both canons seek to include discourses on minority groups and multiculturality, which may benefit the use of transformative knowledge in history education. The use of canonical discourses however must not be reduced to transmission. Beside qualification history education also strives towards socialization and subjectivation. It is discussed how a thoughtful use of canonical discourse may add to realizing these purposes of education. [ABSTRACT FROM AUTHOR]

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]

The article focuses on the scholars' responses to Sharon Block's work on Rachel Davis, exploring themes such as the contested role of advocacy in historical study, the challenges faced by historians in navigating professional expectations, and the importance of connecting historical scholarship. The reflections also touch upon methodological possibilities, personal experiences of the historian, and the intersection of history with issues of race, gender, and social justice.

An interview with David H. Stratton, Western Historian and member of the history faculty at Washington State University at Pullman from 1962 to 2014, is presented. Topics discussed include way of becoming interested in the study of history; his ability for parachuting out of airplanes and working under the old Western historian Colin B. Goodykoontz who had studied under Frederick Jackson Turner at Harvard.

This paper aims to introduce the recent reform in history education across high schools and universities in Japan. Japanese education, including university history majors and teacher credential programs, has for long focused on in-depth training in narrow empirical studies, while basic theories and concepts, ones positioned across the entire spectrum of academic knowledge of history and historical research, are seldom taught systematically. This tendency, combined with other social and economic conditions and cultural values, has resulted in a secondary education history syllabus that emphasizes memorizing factual knowledge without necessary reflection on what historians articulate and deliberate over. To help researchers and teachers in history replace such a conformist form of education with competence-oriented active learning of history as a subject, Osaka-based historians, collaborating nationwide with researchers and teachers, have proposed several glossaries, commentaries, and novel exercises for understanding history and historical research and conceptualizing factual knowledge so as to provide necessary clarifications, discussions, and judgments. Thus, new textbooks written from the perspective of global history are expected to be well understood and taught in classrooms. [ABSTRACT FROM AUTHOR]

An interview is presented with a historian José Carlos Chiaramonte. Topics discussed include his idea of studying history; the kind of historiographical approach adopted by him in his cultural history studies; and the point of bibliographic materials, and the circulation of books and magazines in cities of Paraná, Rosario and Santa Fe.

The standard response of any historian in almost every case is: it's not that simple. The challenge, of course, is the tension between exploring questions to their full complexity and ambiguity on the one hand and the fact that we know that you [teachers] only have one period ... and have a lot of things to cover. That's a really hard thing to reconcile. [ABSTRACT FROM AUTHOR]

The article presents a study on historical thinking, particularly on the alleged use by historians of inaccurate and unreliable historical evidence to construct historical arguments. Other topics include the cognitive processes in the study of history, the discipline-specific skills needed in the study of history, and how historians assess the reliability of their information.

During the period of state independence, there was a clear trend for Lithuanian historians to be poorly involved into the field of history didactics. We presume that such a situation is predetermined, among other factors, by certain approaches, experiences, and working habits of academic historians. The article, by building on subject literature analysis and qualitative study of twelve Lithuanian academic historians, has the purpose to determine the connection of academic historians with school history and teachers of history as well as the focus (or its absence) of their historical research on school history. It is evident from the study that Lithuanian academic historians undertake some effort to share the knowledge of their discipline and related skills with teachers of history as regards the improvement of the content of the history education, but they face certain barriers. These barriers are the lack of interest by teachers of history in aspects of the past that are beyond the scope of curriculum and exams as well as the deficit of competences, personal qualities, and free time needed for the dissemination of academic historians’ research. Furthermore, the partnership suffers from unfavourable procedures of the evaluation of researchers and their studies: research dissemination work is not part of the evaluation scoring system and the fact that researchers are required to publish in English in prestigious foreign venues makes the research not entirely appropriate for schools. The article presents recommendation guidelines for sustaining mutual cooperation. [ABSTRACT FROM AUTHOR]

The purpose of this research is to analyze two Works of different genres: the first by the campechano Gustavo Martínez Alomía, which was published in 1906 and the second of the tabasqueño Manuel Mestre Ghigliazza, with four volumes, edited between 1916 and 1940. After the historical and intellectual context, the semblances and family ties of both historians, I examine the selected materials, highlighting the objectives, spaces, times and themes that they both attended, the sources they handled, the way as they put together their writings, their interpretation of the past and present, how they were expressed in their speeches and what their main contributions were. [ABSTRACT FROM AUTHOR]

A personal narrative is presented which explore author's experience of studying history.

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]

Histories have long been written on a variety of scales. Arguably, all historians shift scales within their works, and some historians have changed scales quite dramatically across their works too. There has been little reflection or discussion, however, on scale shifting in history making, including on why it is done and how it has been received. History theorist Marnie Hughes-Warrington explores the nature and purpose of scale shifting in this interview with two distinguished historians who have written on the biggest and the smallest scales, David Christian and Merry Weisner-Hanks. Christian, the founder of big history, and Wiesner-Hanks, a trailblazing gender world historian, reflect on the scale shifts across their careers. They explore whether little histories always turn into bigger ones, rather than the other way around, the ethics of scaling history up and down, and whether teaching is a key driver in establishing new approaches to scale in history. [ABSTRACT FROM AUTHOR]

• Domain level conceptual change is considered through two frameworks. • Conceptions of history are analyzed as epistemic practices through the AIR Model. • There exists no singular conception of history shared by expert historians. • Conceptual change must embrace an understanding of multiple conceptions. Along their path towards expertise, historians undergo conceptual changes. The purpose of this theoretical paper is to argue that conceptual change in history involves, first, a fundamental shift from an understanding of history as the past to an understanding of history as human production. And second, expert conceptual change involves understanding multiple approaches to the production of history. Each approach is associated with constraints on historical concepts and meta-concepts. We outline differences and similarities between these broad approaches through a framework that merges epistemic cognition and historical theory. Currently, there exists no singular conception of history to set as an unproblematic aim of epistemic education, and conceptual change must therefore embrace the aim of understanding of multiple conceptions. [ABSTRACT FROM AUTHOR]

Since the 1990s historians, in general, have increasingly engaged in critical analyses of the emergence and development of what has come to be known as 'the HIV/AIDS pandemic'. Historians of education have also become interested in the role-played by education in the history of HIV/AIDS. Although the existing educational histories have successfully examined the multiple and far-reaching power structures that helped shape the educational responses to the disease, I will argue that their focus on ideological and geopolitical power structures runs the risk of losing sight of the crucial and often sensorial responses of individuals who have played a part in the educational history of HIV/AIDS. One such individual is the Flemish philosopher Pascal de Duve, who was diagnosed with HIV in 1989. De Duve's particular approach to the disease clearly illustrate the importance of the senses in how people attributed particular meanings to HIV/AIDS. Knowing that this approach would prove surprising to both his readership and to his wider television audience, de Duve employed sensory experiences and modes of communication (for instance, gesture) to educative ends. I conclude that an intersensorial approach to the past will render historians of education more sensitive to unexpected personal responses towards HIV/AIDS to unexpected personal responses towards HIV/AIDS. [ABSTRACT FROM AUTHOR]

Studies of war published in the last twenty years by distinguished historians who are not military specialists represent a call to military historians to engage these studies on the common ground of war itself, in effect working to bridge the gulf that has kept military historians on the margins of the historical profession. None of these studies is flawless, but at the same time their great value calls for constructive help from military historians who study the same wars, and who can build on these works to achieve more satisfactory syntheses. [ABSTRACT FROM AUTHOR]

In the article I explore the role that Silvio Zavala played in the process of institutionalization and professionalization of history in Mexico. I analyze the historiographical value of his first works produced during his stay in Spain under the guidance of Rafael Altamira y Crevea and the national and international alliances and bonds that he established upon his return to Mexico since 1936. I argue that the prestige as an academic and historian allowed Zavala to be one of the creators of publications such as Revista de Historia de América and fundamental promoter of institutions such as El Colegio de México where he trained multiple generations of students and researchers. The research ends at 1950, his last year as director of the Historical Studies Centre. In this work I use archival and bibliographic sources that have been scarcely studied before. [ABSTRACT FROM AUTHOR]

Ahmet Cevdet Pasha, who had been in important positions in the Ottoman Empire in the 19th century, is a historian, jurist, educator, linguist and poet as well as a statesman. There are very few people in Ottoman history who carry all of these features together. In this respect, many researches have been done about Ahmet Cevdet Pasha up to the present day. Studies carried out in different fields with each passing day about him, are showing that these investigations are not yet completed. Ahmet Cevdet Pasha, who carries on many features, is one of the most important chronicler and historian of the Ottoman Empire in 19th century. Due to a great number of Ottoman historians are state chronicler, they usually deal with events in chronological order. Ahmet Cevdet Pasha is one of the few Ottoman historians who can go beyond this, use his own opinions about the causes and consequences of the events and take criticism as a method while deciding upon the sources. Ahmet Cevdet Pasha's studies and publishings in various fields affected his titles as historiographer and history educator positively. Having a multidisciplinary approach, Ahmet Cevdet Pasha brought a new understanding to Ottoman historiography and was in the struggle to deliver a philosophy of history and methodology. In this study, Ahmet Cevdet Pasha's historiography and his opinions on history education and history teaching will be discussed. [ABSTRACT FROM AUTHOR]

The professional formation has as purpose to provide abilities for the necessary competition in the qualified exercise of a profession that allows to establish a dicotomía between capacity and competition, that is to say among what can make and what is wanted to make where you interest and desires are intertwined with the demands and real possibilities of the labor market and of the social context in the one that the professional is unwrapped. In such a sense it occupies a privilege place the rescue of the historical memory as part of the own professional formation of the university students, this element should be kept in mind to sum up the aspirations of the Cuban superior education. Only starting from the historical human being and of their historical culture the reality can end up acquiring sense, and the human essence becomes direct expression of the changes that take place in the society. [ABSTRACT FROM AUTHOR]

An essay concerning the advantages of studying history without chronology is presented. It discusses the need for historians to renew their study of time and temporality as used in the study of history, the history of the use of chronology in studying history and the methods of using time instead of chronology in the study of history.