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

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

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

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

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

This article traces the convergence of state redress and the educational construction of citizenship from the 1990s onwards in Australia. It examines how successive settler political leaders used the education of a historical consciousness—settler citizens' relation to past, present and future—as a core strategy to seek resolution to the problematic national past. The article examines key political speeches that sought to mediate the settler nation's past in light of growing international and domestic pressures, including Keating's 1992 Redfern Park speech and Rudd's 2008 Apology to the Stolen Generations, and one of conservative backlash: Howard's 1996 Menzies Lecture. Rudd's subsequent national policy agenda of apology and an Australian Curriculum sought to inaugurate a new era in the settler nation's history. That program was embodied by the figure of the future citizen positioned to reckon with the nation's unjust past, a task inscribed in the inaugural national history curriculum. [ABSTRACT FROM AUTHOR]

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

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

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

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

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

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

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 historical learning approach is strengthened by students seeking, discovering, observing and developing historical events as a dynamic science through a methodological approach, bringing objects closer, or student learning spaces in the learning process, so it is necessary to study with historical object approaches such as museums so that students are able to find creativity and their innovation is even wider. Strengthening Indonesian history learning materials, apart from teachers, teaching materials in the form of books, articles or modules with museum objects by developing the Outing Class model, where museums are the main attraction opening space and horizons for students' thinking and creativity by not only showing historical objects which are displayed in museums, but are able to think critically, observe, study and find the origins of these historical sources. Museums as learning resources are able to increase understanding, study facts, concepts, principles, laws, theories and ideas, ideas and innovations at the memory level, students are able to apply them effectively in solving them so as to acquire creative and innovative historical thinking skills and foster historical awareness for students. [ABSTRACT FROM AUTHOR]

History courses are an essential part of a national education. The application of traditional courseware's media forms in education still requires further development and refinement. Herein, we report on a history courseware mode that integrates various historical teaching media, including 360-degree VR, paintings, maps, infographics, text, audio, and videos, based on the SCORM standard. These media elements are used to provide learners with a multimodal learning experience in history courses. We monitor the learning effects using EEG and questionnaires. The results show a significant improvement in our multimodal courseware technology compared to traditional courseware. [ABSTRACT FROM AUTHOR]

Southern United States folk music is rich in not only sound, but in voices of the past. Folk songs were created by working class individuals who described aspects of their life in connection with societal issues and events. Folk songs, now digitally archived, can serve as primary historical sources that can be used to enhance the secondary social studies U.S. history curriculum. The vast offerings of folk songs can allow students to listen, read, and analyze the lyrics to gain a deeper understanding of the U.S. South, shed the hillbilly stereotype that Southerners have been historically subjected to, understand why and how Southerners spoke out against injustices through song, and analyze the lyrics that portray the history of southern folklife. Based on the National Council for the Social Studies' Themes of Social Studies and integrating folk songs from such online sites as the Library of Congress and Smithsonian Institute, curriculum implications are presented for students to reflect on the Southerners' settings, perspectives of events and issues, and methods of protest. Modern technology's preservation of folk songs that would otherwise be absent from history not only has the power to educate, but also to keep southern folk music alive. [ABSTRACT FROM AUTHOR]

During the 2020–2021 academic year, Virginia piloted a state-designed secondary African American history elective in 16 school divisions. Using the framework of Racial Pedagogical Content Knowledge (RPCK), this study examined the treatment of race in the new course by analyzing the state-created curriculum materials and interviewing three teachers that were part of the pilot program. Findings suggest that the curriculum challenged problematic traditional historic narratives, addressed issues of identity and structural racism, and applied racial knowledge through civic action projects. Teachers felt prepared to teach the course due to sustained racially conscious professional development facilitated by the Virginia Department of Education. The curriculum of the state-designed course and its implementation by teachers align with the core tenets of RPCK, such as its interrogation of power structures and inequalities, examination of intersectionality, and empowerment of students to resist racism and injustice through informed social action. Our analysis found the course does not use "inherently divisive concepts" as they are portrayed in Executive Order No. 1. [ABSTRACT FROM AUTHOR]

This Policy Discourse Analysis (PDA) explores 19 state legislative documents focused on the teaching of disability history in K-12 schools. Framed through critical perspectives on constructions of disability and race, alongside discourse theory, we iteratively analyzed these legislative documents to understand (a) how disability and disability history are constructed (particularly in relation to whiteness); and (b) the stated purpose of the legislation and who is meant to benefit materially as a result of the laws. We find the legislation upholds dominant notions of whiteness and ability as part of school curriculum, while simultaneously constructing disability history as in the past and disability justice as already achieved, centering the learning and awareness of white, nondisabled students. We offer discussion and implications for research and practice surrounding policy implementation of teaching disability history. [ABSTRACT FROM AUTHOR]

This paper aims to provide a detailed overview of how to use a bibliometric approach to study local wisdom research trends in history learning. This study is derived from 993 research collections of local wisdom in history learning taken from google scholar data base. We used VOSviewer for bibliometric analysis. Research on local wisdom is very diverse in history learning, and local wisdom in each region provides uniqueness in history learning. Local wisdom in experiments by connecting history learning makes learning diverse. Therefore, based on the results of this bibliometric analysis, it provides an overview and opportunities to conduct future research both quantitatively and qualitatively. [ABSTRACT FROM AUTHOR]

The difficulty of teaching and learning in the topic of Indonesian history that frequently occurs in class X IPS 1 of SMA Negeri 1 Sungai Lala, namely the students' lack of interest and attention to the presentation. Students prefer to redirect their attention to other activities, maybe as a result of boring teaching tactics that cause students to become bored. This study is a class action research (CAR) that was conducted in two cycles. Each cycle has four stages: preparation, activity, observation, and reflection. Colleagues made observations utilizing the observation sheet given. The findings revealed that students in the first cycle succeeded in improving their learning outcomes in Indonesian history, pupils that successfully finished the KKM grew to 23 pupils, or 71.88%, with an average learning accomplishment score of 74.84. The learning results of Indonesian History improved in cycle II, with all students, namely 32 students, attaining the KKM and being pronounced 100% complete with their studies, with an average score of 85.34. Based on these findings, it can be said that the use of Infocus media and power point slides may effectively and efficiently increase the learning outcomes of Indonesian History for class X IPS 1 SMA Negeri 1 Sungai Lala, which is carried out in two cycles. [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.

The article focuses on the importance of revisiting and reconsidering scholarly work, emphasizing Sharon Block's model of reinvigorating historical research through self-revision. Topics include Block's reflections on her own past contributions to the field of gender and sexuality, the challenges of speculative language in historical writing, and the call for a new model of writing history that does justice to silenced historical actors while considering present-day sensibilities.

There is a contemporary trend in many major research institutions to de‐emphasize the importance of natural history education in favor of theoretical, laboratory, or simulation‐based research programs. This may take the form of removing biodiversity and field courses from the curriculum and the sometimes subtle maligning of natural history research as a "lesser" branch of science. Additional threats include massive funding cuts to natural history museums and the maintenance of their collections, the extirpation of taxonomists across disciplines, and a critical under‐appreciation of the role that natural history data (and other forms of observational data, including Indigenous knowledge) play in the scientific process. In this paper, we demonstrate that natural history knowledge is integral to any competitive science program through a comprehensive review of the ways in which they continue to shape modern theory and the public perception of science. We do so by reviewing how natural history research has guided the disciplines of ecology, evolution, and conservation and how natural history data are crucial for effective education programs and public policy. We underscore these insights with contemporary case studies, including: how understanding the dynamics of evolutionary radiation relies on natural history data; methods for extracting novel data from museum specimens; insights provided by multi‐decade natural history programs; and how natural history is the most logical venue for creating an informed and scientifically literate society. We conclude with recommendations aimed at students, university faculty, and administrators for integrating and supporting natural history in their mandates. Fundamentally, we are all interested in understanding the natural world, but we can often fall into the habit of abstracting our research away from its natural contexts and complexities. Doing so risks losing sight of entire vistas of new questions and insights in favor of an over‐emphasis on simulated or overly controlled studies. [ABSTRACT FROM AUTHOR]

The article discusses how history departments are increasingly engaging in collaborative discussions to reform their curriculum, focusing on improving pedagogical practices and making significant impacts on student learning. It highlights the influence of initiatives like the American Historical Association's Tuning the History Discipline project and the importance of data analytics in guiding curriculum changes. Despite challenges, such as declining majors and racial reckonings, departments have fostered collegiality and implemented innovative teaching strategies. The article underscores the value of fostering strong learning communities within departments and the potential of curriculum analytics to improve student retention and success. Overall, it expresses hope and collective commitment to enhancing history education despite current challenges facing the humanities.

The book "Churchill, Chamberlain and Appeasement" by G.C. Peden explores the historical figures of Winston Churchill and Neville Chamberlain and their impact on 20th-century history. The book delves into the extensive literature on both men, covering a wide range of topics related to their lives and careers. Peden's book stands out by systematically comparing Churchill and Chamberlain in terms of foreign defense and policy, examining their personalities, nature, and the importance of rearmament, diplomacy, and foreign policy. The book also includes a section of counterfactual analysis, speculating on what might have happened if Churchill had become Prime Minister in 1937. Overall, "Churchill, Chamberlain and Appeasement" provides an accessible and engaging narrative that would be useful for historians and casual readers interested in British foreign policy during the interwar period. [Extracted from the article]

Mike Pearson, a historian specializing in Indian Ocean history, has passed away. Pearson's work focused on the commercial networks of the western Indian Ocean and the role of Gujarat in those circuits. He made significant contributions to the understanding of Gujarati merchants in the trade of East Africa. Pearson's critical perspective on Indian Ocean history influenced many scholars, and his concepts of umland, hinterland, and foreland were widely embraced. His work will continue to be influential in the field of Indian Ocean studies. [Extracted from the article]

"The Many Currents of Antebellum Maritime Empire" by Michael A. Verney is a comprehensive examination of antebellum naval exploration and its role in the expansion of the U.S. maritime empire. Verney explores the influential group of "explorationists," who were primarily white, middle- and upper-class individuals with various political, commercial, scientific, and cultural interests that aligned in support of naval exploration. The book covers the U.S. Navy's voyages of exploration from the 1830s to the 1850s, highlighting their political, diplomatic, economic, and cultural significance. Verney's research is based on a diverse array of primary sources, shedding new light on overlooked expeditions. Overall, this book contributes to the growing body of scholarship on maritime and naval history in early U.S. history. [Extracted from the article]

Political socialization of youth is crucial both in the maintenance of an illiberal regime and in the resistance by civil society. The present qualitative study provides insight into the personal motivations of student leaders of a youth resistance movement organized for the protection of academic autonomy against the ‘illiberal democracy’ of Hungary. The study sought to explore how collective historical memory contributes to political socialization, whether historical reflection was a source of inspiration and whether history education triggered conscious citizenship resulting in the engagement of youth in resistance. Data collection involved interviewing 15 former students of the University of Theatre and Film (Színház- és Filmművészeti Egyetem, SZFE) who played a key role in managing a 71 days long university blockade in 2020. Thematic analysis suggests that history education has the potential to trigger consciousness regarding citizens’ responsibility to confront power restricting individual freedoms and institutional autonomy. However, mainstream, alienating history education supported by the government in Hungary did not realize these potentials. Findings can be utilized in further research on the necessity of interactive, engaging history education methodologies to facilitate comparative reflection on history and current public affairs and to encourage conscious and active citizenship in illiberal regimes. [ABSTRACT FROM AUTHOR]

This article aims to understand the proposal of the National Common Curricular Base (NCCB) for the teaching and learning of indigenous history and culture in the curricular component of History, in the final years of Elementary School, in order to have an understanding of what should be worked in this stage of Basic Education. This is a documental and bibliographical research, with a qualitative and exploratory approach, having the objects of knowledge and Skills of the NCCB of History from 6th to 9th grades, related to indigenous peoples, as the corpus of analysis. It is believed that despite the existence of discourses in defense of cultural and identity diversity, as well as teaching that promotes knowledge of indigenous peoples and their historical, social, economic and cultural contributions, the NCCB, in part, structures the curricular component of History from a traditional and Eurocentric perspective, dividing its teaching in a quadripartite manner and placing European peoples at the center of the historical narrative. [ABSTRACT FROM AUTHOR]

This article presents findings from research motivated by the epistemological curiosity of knowing whether history teachers, an area that tends to discuss humanity, its contexts, and cultures, would also share the hegemonic discourse in the face of digital technologies. Through content analysis of responses to questionnaires and interviews with history teachers, the research points to the predominance of the neutral conception of technology from two perspectives: instrumental and deterministic, based on Feenberg's contributions. The work adds to the few studies that pay attention to values, interests, and relationships to expose the political nature of technologies and points to the need for critical teacher training in a society increasingly oriented by digital lines. [ABSTRACT FROM AUTHOR]

This article aims to analyze the use of the "documentary" cinematographic genre in the teaching of history, especially in the teaching of indigenous history, taking as reference the first episode of the documentary series Guerras do Brasil.doc, called As Guerras da Conquista, directed by Luis Bolognesi. Through a bibliographic review, we seekto understand the specificities of documentary cinema for teaching history, needs and deficits in the field of indigenous history and the possible contributions of the documentary under analysis to the most recent discussions on this thematic. Finally, as a result of this analisys, the didactic potential of the work and its application in the classroom were explored, including the possibility of using it in the application of active methodologies and its contribution to citizenship training in basic education. [ABSTRACT FROM AUTHOR]

This work aims to present the possibilities that digital technologies have in the context of teaching and learning, especially in the discipline of History, making classes more attractive and motivating. We resorted to a qualitative approach methodology through the bibliographic review technique. It is noticed that the female figure in the historiographic scope, in short, was made invisible. Under this bias, we seek to rescue the history of women through the applications "Lessons In Herstory" and "Mulheres que Mudaram o Mundo", contributing to the dynamization of teaching. It is concluded that there is still a lot of disparity between the history taught with narratives centered on the male and female figure, however, digital technologies are the way to make teaching more egalitarian. [ABSTRACT FROM AUTHOR]

The article addresses the issue of using Digital Information and Communication Technologies (DICT) in History Education within the public education networks of Jaguarão, Rio Grande do Sul state, Brazil. The general objective is to understand how DICT have been incorporated into the school context, particularly in the pedagogical practices of history teachers to contribute to the development of historical awareness in students. The methodology involved interviews with six History teachers. The data analysis indicates that teachers recognize the potential that DICT can offer in educational processes. Their integration into History lessons, however, is still limited due to factors ranging from a lack of training on the subject to the precariousness of the school environment's structural conditions. [ABSTRACT FROM AUTHOR]

School history textbook narratives of a nation's past often present limited perspectives, which may impede the aim of teaching history from multiple perspectives. Less is known about the influence of including multiple perspectives on students' representations of the past. This study examines the extent to which students include multiple perspectives when processing a schoolbook text that includes multiple perspectives compared to a schoolbook history text containing fewer perspectives. Tenth grade students (N = 104) in four schools were randomly assigned to read one of two texts on the Dutch Revolt and asked to make a summary. Multiperspectivity was analysed through the representation of actors, aspects of scale, dimensions and historiography. The students working with the text having high multiperspectivity showed more perspectives in their representations. In the summaries, these students included significantly more perspectives than did the students using the text with fewer perspectives. Moreover, these students' representations of the main actors were more nuanced. The students using the text with high multiperspectivity situated the conflict in a broader international context and integrated more historiographical dimensions. The insights generated by these outcomes emphasize the important role of textbooks when aiming to teach history from multiple perspectives. [ABSTRACT FROM AUTHOR]

Attempts to frame the memory of military conflicts have often been driven by veterans' organizations whose members participated in the fighting. This article argues that, in the United States, the newly formed American Legion sought to control the national narrative of the Great War as part of its wider, ambitious project of Americanization and "100% Americanism," in particular via the curation and development of a school history textbook intended to deliver its ideology into every schoolhouse in the United States. In so doing, it revealed the contested nature of history writing, the depth of contemporary concerns over the value of history as a discipline and the difficulties of eliding the history of the American past with the concept of Americanization, especially in terms of sectionalism, race, immigration and empire. [ABSTRACT FROM AUTHOR]

Rapid changes in the context and condition of historical practice (technological, institutional, theoretical) invite practicing historians to entertain experimental techniques for engaging the past: for teaching students; for investigating archives; and for presenting the results of historical inquiry. The authors introduce a form of historically oriented research and writing that shows promise as a way of encouraging genuine immersion in the specificity and alterity of the past. This 'metahistorical' mode, which engages with historical fiction, but also with traditions of rigorous scholarly research, offers a powerful means by which to cultivate historical consciousness, and to promote imaginative historical practices. [ABSTRACT FROM AUTHOR]

In its concern with orienting students in relation to past, present and future, history education is crucially placed to pioneer generative approaches for making sense of change over time and to equip students to critically scrutinise meanings of history. Impending climate catastrophe, the still unfolding global pandemic and rising xenophobic populism are interconnected crises that demand an expansive view of historical understanding that might equip students to recognise the myriad, powerful ways that meanings of history are imagined and mobilised in human societies. Yet, in the history curricula of Western nation-states, that task remains remarkably narrow, focused on the kinds of knowledge and understanding that modern historical thinking can produce. Our focus in this article is two-fold. First, we show how history curriculum in Australia, Canada, and the United States already implicitly conveys meanings of history – which we label 'teleological'—and provides only limited opportunities to engage critically with alternate meanings of historical change. Second, we canvass some expanded and enlarged forms of historical thinking that embrace discontinuity, rupture and more-than-humanness that might help students and teachers imagine radically different futures. [ABSTRACT FROM AUTHOR]

World history curriculum in the United States is Eurocentric. By downplaying contributions from non-Western societies, state standards of world history in the modern era create a narrative of the West as a driver of progress and Europe as the primary protagonist of global events. Research further shows social studies teachers rely on such state standards in developing their curriculum. Utilizing the concept of curricular instructional gatekeeping as a framework, I argue it is important for world history teachers to consider what global content and narratives they allow students access to and think of ways they can make their curriculum more inclusive. I present a lesson I conducted with pre-service teachers as an example that preparation programs and/or in-service providers may utilize to assist teachers in developing a more global world history curriculum. [ABSTRACT FROM AUTHOR]

The article offers best practices for teaching the history of smell in the classroom in the module titled "Knowing by Sensing" and presented by the cross-disciplinary collective Odeuropa. The module features seven short videos focusing on topics including heritage scent, sniffing techniques and exercises, and taking students on smellwalks.

The growing tension between mainland China and Taiwan has a cultural aspect closely related to national identity. We focus on recent history curriculum changes in the mainland and in Taiwan and find that education authorities on both sides have implemented master narratives for content selection in and organization of history textbooks. In mainland China, the master narrative of pluralist unity constructs a geographically consistent Chinese nation throughout history, which bolsters the state's current claim to a territorial integrity including Taiwan. In Taiwan, the master narrative of multiculturalism becomes the essence of Taiwanese identity, and weakens Sinocentrism in Taiwanese official historiography. [ABSTRACT FROM AUTHOR]

This article outlines a pedagogical approach to the virtual reconstruction of the 16th-century Monastery of Madre de Deus, Lisbon, Portugal. The monastery was built upon a former palace in 1509 by Queen D. Leonor. After her death, it underwent several modifications until its present function as the National Tile Museum. These modifications have obscured its history as one of the most significant religious buildings of the Portuguese Renaissance. To recover this lost history, the research uses a pedagogical approach combining previous scholarship, a laser scanning survey, archaeological survey data, written and graphic historical descriptions, and discussions with historians. The article has two principal aims: firstly, to concretize the results of the eight reconstruction projects produced by students using a Historic Building Information Modeling (HBIM) methodology. Secondly, to present an alternative model of teaching history and digital technologies. Our research suggests that extending virtual reconstruction research into pedagogy can provide highly original interpretations of complex and contradictory architecture. The approach promotes meaningful collaborations between researchers and cultural institutions while immersing young professionals in the digital tools and current philosophies of architectural heritage. [ABSTRACT FROM AUTHOR]

The following article aims to analyze the construction of hegemonic masculinities produced by the narratives of hetero-cis-normative male subjects, graduates of the history course at the Federal University of Alfenas and participants in the Institutional Teaching Initiation Scholarship Program (PIBID) from 2015 to 2016. The interviews were undertaken remotely within the context of the pandemic (2020-2022), with the development of the narratives aimed at understanding subjectivation processes in the shaping of teaching identities raised by recollections of PIBID’s teaching interventions in public schools in the city, which is in the south of the Brazilian state of Minas Gerais. The methodology used was based on the study of reports of experiences (intervention projects, reports, and field work) and on an oral history linked to a sensitive consideration of the narratives produced. [ABSTRACT FROM AUTHOR]

The article focuses on the historical evolution of professional history in Mexico and how it served the consolidation of the Mexican state as a nation. It highlights the changing narratives and interpretations of Mexican history, particularly during the period of the liberal republic in the late 19th century, leading to the predominance of certain historical perspectives. The article emphasizes the importance of revising and reevaluating various historical events.

The goal of this study is to try to understand how history teachers in Arab high schools in Israel navigate their way between the official curriculum and their Palestinian-Arab identity. I examine how they broach learning material that contradicts their beliefs and their understanding of recent history in the region. To this end I used qualitative research based on interpretative phenomenological analysis. The participants included Arab teachers, both men and women, who we interviewed using in-depth open interviews. In the literature review and from the findings we can see that the state, through the education system in general and through history teaching in particular, tries to disconnect the Palestinian-Arabs from their history, their people, and their national identity. These practices fit the descriptions of settler-colonialists’ behavior toward indigenous populations. The findings show that the teachers use one of three approaches to deal with the state’s educational policy. One group of teachers focuses on achievement using the material they are given in order to stay out of trouble. Another group finds creative ways to cautiously expose the students to the Arab narrative. The third group faces the challenge head on, presenting the students with the Palestinian narrative in addition to the Jewish Zionist one. [ABSTRACT FROM AUTHOR]