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This research aims to reveal the level of mastery motivation among students in the History Department of Wasit University, and to reveal the motivation of mastery in students according to gender (males and females) and the school stage, and to achieve these two goals, the researcher followed the methodology of descriptive research, and reached the research community (448) students, while the sample of the research was 208 students distributed at all stages. The researcher has built a scale of the motivation of mastery, reaching his items in its preliminary form. (40) items spread across five areas (cognitive perseverance, motor perseverance, pleasure of mastery, negative reactions to failure, overall ability and efficiency, and the researcher has based on Morgan's theory of mastery and after presentation of the scale to the jury members and extraction of psychometric properties (Reliability and validity) and doing statistical analysis to calculate the discriminatory power of items, the final scale of mastery's motivation has become a component of (33) items and alternatives to answer five alternatives (always applicable to me, often applicable to me, sometimes applicable to me rarely, never applicable to me) and response scores (1-5) and maximum scale (165) The minimum score (33) is 99 degrees, and the researcher has used statistical means. (Test T, Alpha Cronbach Equation), and in the light of the findings, the researcher has concluded a set of conclusions, including: research sample students have the ability to master tasks and have a good level of motivation for mastery, and there are no statistically significant differences in motivation for mastery depending on gender and stage. The researcher has recommended several recommendations. Finally, the researcher has proposed several suggestions. [ABSTRACT FROM AUTHOR]

This research aims to identify the following: 1- The level of fast thinking among students in Department of History at College of Education for Humanities at University of Diyala according to variable of gender (male-female). 2- The level of slow thinking among students in Department of History at College of Education for Humanities at University of Diyala according to variable of gender (male-female). The research sample consisted of (250 male and female) students in Department of History in College of Education for Humanities at for undergraduate morning studies at University of Diyala divided according to variable of gender about (125 male) students and (125 female) students chosen by random class method with equal distribution In order to achieve the aims of the research, the researcher adopted the scale 0f (Fast thinking-Slow thinking) prepared by (Al-Tememe, 2015) relying on (Kahneman, 2011). The scale consisted of (31) itemsformulated in the form of verbal situations followed each item an alternative to answer (a-b) measuring the alternative (a) fats thinking and measures the alternative (b) slow thinking and the answer to each alternative is according to gradients are (always, sometimes, rarely, never) and the weights of these alternatives (0,1,2,3). According to the Likert quadrilateral scale, the researcher analyzed the items of the scale statistically and extracted the discriminatory strength of them as well as extracting the psychometric characteristics of the scale from honesty (apparent honesty and constructive honesty) and stability in two ways (retesting and alpha-Cronbach). The researcher reached to the following results: 1-The students at Department of History at college of Education for Humanities at University of Diyala in general have high level of fast thinking. 2- The students at Department of History at college of Education for Humanities at University of Diyala in general have low level of slow thinking. According to the results the study, it reached to several conclusions: 1. The adoption of stereotypical thinking by university students based on ready-made ideas and temporary solutions without diving into logical analyses made them possess a high level of fast thinking. 2. The nature of the curriculum in humanities disciplines, including history, which requires rapid cognitive processes in making judgments away from analysis and interpretation, has made its students possess a low level of slow thinking. Based on the results and conclusions reached by the researcher, her recommendations and suggestions. [ABSTRACT FROM AUTHOR]

The history, people, and culture of many African nations have been written, projected, and interpreted in different ways. The contents and variability in the early accounts about African nations, which were based largely on external viewpoints and interests which barely represented the realities in Africa, created confusions about African historiography and affected how Africans, their cultures, and histories were perceived in Western cultures. Drawing on the literature on African historiography, this paper examines Ghanaian History teachers' perspectives of historically significant events in Ghana's past, and how these perspectives translate into classroom practice. Findings demonstrate teachers' consciousness and belief in traditional African cultural practices and the unique modes of preserving and doing African history. The paper makes a case for how African historiography and History education should look different to those conducted in Western contexts. [ABSTRACT FROM AUTHOR]

Engaging historiography and interpreting secondary sources represent essential elements of historians' work that have been largely ignored in favor of primary source reading in high school history classrooms in the United States. To understand whether and how students apply their historical reasoning skills to secondary sources, we asked twenty-four high school sophomores to think aloud about a historiographic problem. Students were divided into three conditions receiving either the historiographical documents without scaffolding, the documents with explicit written framing, or the documents with explicit written framing and oral instruction. We found that all students sourced, corroborated, and contextualized, but students who received explicit framing with dialogic instruction were significantly more likely to engage in complex evidence evaluation than students in the other two conditions. The results suggest that fuller models of historians' disciplinary practices may be needed in history education. [ABSTRACT FROM AUTHOR]

Current studies in the field of history as a science and as a discipline show us that it is in a permanent transformation, due to the increase in the level of complexity it entails, by reconsidering previous results and then by new methodological approaches. Our research is based on history as a didactic dimension and less on the history-science component, because as a discipline history has an important contribution to defining the cultural model in which people move, without particularities of age or gender, etc. Second, our analysis considers the constants and variables that have marked the discipline of history in the last 30 years. [ABSTRACT FROM AUTHOR]

There are permanent approaches regarding the role and purpose of history in the context of the 3rd millennium. The idea that history should and can be studied was strongly emphasized because people need to know themselves. Three sources of fundamental knowledge of history were mentioned for the 20th and 21st centuries: school, family, mass media. Contemporary specialists warn that the success of teaching history in school should not be based on a strictly mechanical assimilation of historical data and events, but above all on the understanding by the subjects of history learning of the significance of historical processes, events and progress over time, but and to the contribution of history to the formation of national identity. This explains why the study of history is closely linked to education for democratic citizenship and human rights. [ABSTRACT FROM AUTHOR]

The article focuses on improving paired discussions in a secondary history classroom, addressing the importance of oracy in academic attainment. It highlights the benefits of defining the purpose of student conversations, implementing systems for turn-taking, and teaching listening skills to enhance the quality of paired discussions and foster cognitive engagement in dialogue.

While Jenkins and Leroy admit the existence of "capitalisms" in the introduction, they argue that race and racism are core components of the system. This work underscores Harris's concerns about the overrepresentation of male scholars canonized in the Black radical tradition and studies of racial capitalism. However, Mishal Khan and Lumba present Pacific histories in their explorations of how debt and colonialism fueled the racialization of Indians and Filipinos rather than focusing on the Atlantic development of this system. [Extracted from the article]

The article discusses popular culture and the U.S.-Mexico borderlands in relation to the teaching of early modern Spanish and Latin American history, and it mentions the author's experiences as an interdisciplinary Chicana (Mexican American) scholar, as well as the author's role as the teacher of an Introduction to Pop-Culture and Identity course. The political aspects of culture and identity are examined, along with the book "Codex Espangliensis: From Columbus to the Border Patrol."

The article focuses on history of Nevada Historical Society (NHS) which collect artifacts, oral histories, documents, and photographs and portions of Nevada's legacy with regard to mining, immigration, and settlement. It mentions history teacher Jeanne Wier has collected relevant materials for both library and museum collections and student read history curriculum is Nevada history. It also mentions American Gaming Archives is the newest and rapidly expanding archive and artifact collection.

The article reviews ClioVis, a digital history resource, available at https:// cliovis.com. Erika Bsumek, Ian Diaz, and Braeden Kennedy both developed and maintain the site at University of Texas at Austin.

This article, published in Settler Colonial Studies, explores the diverse perspectives and experiences of settler colonialism. The research presented in this issue covers a range of topics, including animal rights and veganism in Israel, the erasure of settler-Indigenous violence in North America, Welsh migrant culture in Minnesota, decolonial teaching and learning about climate change, history education in Arab high schools in Israel, indigenous forest-dwelling communities in central India, and settler colonialism in Israel. The article highlights the shared experiences and themes of these seemingly disparate topics, emphasizing the importance of understanding settler colonialism from multiple perspectives. [Extracted from the article]

This article analyses the extent to which history education (HE) in Turkey adheres to the HE principles proposed by the Council of Europe. A compulsory history textbook is analyzed in detail. The analysis finds an understanding of HE that marginalizes minorities due to nationalist and militarist content. The Atatürk's Principles and History of Reforms (APHR) course also fail to include controversial historical issues and does not adopt a multiperspective approach. Thus, a vital question has emerged: Is the APHR a course that serves to develop universal values such as respect for differences, a culture of inclusion, and support for democracy, or does it continue to be used solely as a tool for reproducing national values or more precisely, the dominant groups' values? This question reveals the significance of developing a HE curriculum in Turkey and elsewhere that reflects current realities and also supports intercultural dialogue. [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]

The article explores the commitment of historian Bernard Bailey in teaching after his retirement through the course, History 2910. Topics discussed include the reason of Bailey for accepting the challenge of teaching after his retirement as requested by Harvard University's History department chair William Kirby, the syllabus used by Bailyn in the class in the fall of 1996, and Bailyn's introduction of history as a form of literary art.

In recent decades, Historical Thinking and Historical Consciousness have been two fundamental axes of research in history education. The first approach combines the use of historical sources and the work of the historian. The second includes the social function of history, identity, memory and civic and moral education. These two approaches attempt to provide students with the necessary intellectual tools for analysing the past and relating it to an understanding of problems in the present time. This article reviews the development and shaping of the knowledge domain of history education between 2000 and 2019 in the WoS (Web of Science). To this end, several techniques and tools were used, including R‐package Bibliometrix and VOSviewer. Our analysis identifies five clusters of topics underpinning history education as a specific field of knowledge. This review highlights the fact that research topics associated with Historical Thinking and Historical Consciousness have gradually acquired a more central role to the detriment of History Textbooks or topics generally related to History. Finally, we describe how the term History Educationfunctions as a marker for this knowledge domain. [ABSTRACT FROM AUTHOR]

Historical significance is one of the most fundamental and inescapable aspects of history and history education. History teachers make countless decisions about the historical significance of events in their daily practice, but little research has focused on the criteria that history teachers use to decide which events in Canadian history are historically significant, the events in Canadian history teachers rate as most historically significant, and the demographic factors that influence their historical significance ratings. This article focuses on the results of a survey in which English- and French-speaking teachers currently teaching Canadian history in a Canadian K–12 school, Collège d'enseignement general et professionnel (in Quebec), or college or university (n = 270) rated the historical significance of one hundred events in Canadian history, selected three factors that most influenced their ratings, and answered various demographic questions. The results suggest that teachers utilize historical and educational criteria to assess the historical significance of events, that their historical significance ratings were temporally and theoretically diverse, and that demographic factors have more influence on their historical significance ratings than the intellectual criteria they identified. [ABSTRACT FROM AUTHOR]

History education has been instrumental in transmitting collective memories across generations while sustaining national traditions. Many nations use history education to instill national memories in their future citizens. In the current Jewish context, history is arguably a dominant cultural discourse. History education is deemed central to preparing future Jewish citizens of Israel. In particular, Zionist scholars and educators use the Bible as their primary text, providing an infrastructure of history and myths for this national ideology. In order to investigate the relationship between political ideology, education, and national memories, this paper explores the ways in which the Hebrew Bible and Jewish history are being taught interchangeably in Jewish-Israeli schools. Drawing on various source materials (such as political videos, school curricula, and textbooks), the paper retraces the origins of this conflation, critically examines its goals, and suggests possible effects it may have on the formation of children's and adolescents' collective memories. [ABSTRACT FROM AUTHOR]

This article is based on the premise that the constructed image of the national self is a fundamental criterion shaping the conceptions of history teaching in the Turkish educational system. In this regard, I argue that examining how particular ethno-religious groups are discursively positioned in relation to the idealised self-image can reveal whether and how history textbooks can be revised. Having described the historical and political context for the only curriculum revision occurred in 2013 concerning a non-Muslim community, the Assyrians, the article demonstrates that specific discursive strategies are used to position the Assyrian community in relation to the favourable national self-image, rather than a fixed categorization for non-Muslim communities. Adopting the methodological framework of critical discourse analysis, the author examines the portrayal of the Assyrian community in the secondary school Turkish history textbooks taught over the last three decades and identifies how the topoi of justice and tolerance, as well as allegiance and betrayal allow a particular group to be a member of the larger body of 'acceptable citizens.' [ABSTRACT FROM AUTHOR]

The emergence of environmental historiography, for the first time, organically combined the history of the environment and human history and began to pay attention to the close relationship between human social changes and environmental changes. This paper explores the impact of environmental history on education from the perspective of environmental history. This paper explores and analyzes the history of the educational environment from the perspective of environmental history and studies the laws and characteristics behind the evolution of the relationship between education and environment. This paper analyzes the influence of environmental history on the three views of college students under environmental education. Further analysis of educational environmental history is improved to improve the three views of college students and promote the social development of research significance. The study of educational environmental history is of great significance to enlarge the field of educational history research, enrich the content of educational history research, and perfect the discipline construction of educational history. At the same time, the environmental perspective and ecological consciousness of educational environmental history research are the embodiment and adherence of Marxist historical materialism and environmental view. [ABSTRACT FROM AUTHOR]

The article discusses the use of tattoo in the teaching about the expansion of American imperialism during the 20th century. Also cited are the move by tattooed celebrity Edward Joseph Spousta to get several tattoos like the U.S. flag and the Statue of Liberty before joining the U.S. Navy (USN) during the Great War, and how western ideology was used to rationalize U.S. expansion into Asia and the western frontier.

In the article, the author discusses the value of integrating information literacy (IL) procedures and competencies into historical teaching and research. Other topics include the challenges faced by historians when conducting online and digital research, the "Information Literacy and Cultural Heritage for Lifelong Learning" model developed by Kim Baker, and how IL instruction can be included into an undergraduate history curriculum.

In the article, the author discusses the use of classical music and opera as historical sources in the teaching of history. Also cited are the practice of historians to use visual evidence such as photography, film and art to encourage classroom discussion, and the preferred music genres that are used in the classroom like rock, folk and blues music.

Historical thinking is a construct approached by different disciplines with a recent proliferation in research interest compared to thinking in other domains. Leading exponents do not agree on its definition and include the two main traditions: Anglo-American and German, and various groups or research centres throughout the Western world. Something problematic happens with the models of progression or development of historical thinking that lack an agreed upon psychological theory as their foundation. We argue that theoretical differences are produced by the split between the psychological, considered individually, and the social, considered external to individual thought. In this article we propose that researchers of the development of historical thinking can benefit from a re-reading of Vygotskian theory, with a focus on everyday concepts, scientific concepts and zones of proximal development. In this paper, we carry out a conceptual systemization of historical thinking based on this literature. We distinguish several dimensions that we group into three ‘macro-dimensions’ according to their psychological dynamics of development, which is dialectically related with history education and the socio-historical conditions surrounding it. These macro-dimensions explain the developmental rhythms of historical thinking and include the disciplinary knowledge macro-dimension, the epistemological macrodimension, and the ethical–political macro-dimension. [ABSTRACT FROM AUTHOR]

There will be no progress in the interculturality of textbooks associated with the topic of the military occupation of the Araucanía region if attention is only paid to political or social matters. The environment should also be included. This study provides an environmental analysis of secondary education textbooks that cover this content on the history of Chile. A mixed research strategy and a multiple research design were employed. The sample was composed of eight textbooks used in the secondary school subject of History and Geography from 2008 to 2021. The data were subjected to a quantitative content analysis and a documentary analysis. The results show that there is only limited representation of biodiversity and ecosystems, as well as a lack of didactic activities that foster environmentally friendly behavior and attitudes among students. More importantly, the environment is addressed from an anthropocentric perspective, which does not consider the biocentric environmental relationship that tends to characterize aboriginal peoples and, in this case, the Mapuche people. A more effective link with the tenets of environmental history and environmental education could correct these biases. This would foster methodologies that are more focused on human diversity, the role of the environment in human history would be highlighted, and the content of textbooks would be aligned with the sustainability that is required in the modern world. [ABSTRACT FROM AUTHOR]

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]

This study examined the challenges facing teachers during pedagogical practices in history subject in non-formal secondary education in Kinondoni Municipal Council in Tanzania. The sample used were four teachers. Purposeful sampling was employed whereby qualitative approach with phenomenology design were employed. The interview and observation data collection methods were employed. Results show that there was limited utilization of pedagogical practices in History subject due to various challenges such as the use of English language as a medium of instruction, limited use of instructional strategies, shortage of teaching materials, insufficient of the contents in the teaching materials, lack of lesson preparation, shortage of time of instruction, few use assessment procedures and large class size. The study recommends that teachers should use various interactive instructional strategies, various instructional materials and use of different assessment techniques during instructions. [ABSTRACT FROM AUTHOR]

The purpose of this study was to find an innovation in the history learning of Spice Route. The aims of the research: (1) find innovations in the history learning of the Nusantara Spice Route through Augmented Reality. (2) Knowing the feasibility, legibility, and effectiveness of Augmented Reality based historical learning media for the Nusantara Spice Route to strengthen the character of nationalism and 21 century skills. (3) Gaining knowledge about the role of Augmented Reality in strengthening the character of nationalism and skills of the 21 century through learning the History of the Nusantara Spice Route. This research uses a multimedia development model by Mardika, consist of introduction, product development, and and research (product trials). The subjects of this research are 160 students from 8 Yogyakarta SHS. The data collecting technique by giving questions to students using questionnaire. The data analysis technique used need assessment questionnaire and processed by calculating the frequency of alternated answers that have been chosen for each of the questions given. The results of the research are: (1) The innovation of learning media based on Augmented Reality for the History of Nusantara Spice Route is appropriate to use. (2) Augmented Reality media has very interesting readability results and approved by students. Augmented Reality media is effectively used to increase the value of nationalism character and 21 century skills of students. Students can think critically and improve students' technological development skills, besides that this media can also foster a sense of nasionalism. After using Augmented Reality media, students are easier to understand the material about Nusantara Spice Route and increase sense of nasionalism character and can develop 21 century skills. [ABSTRACT FROM AUTHOR]

This essay presents an analysis of the interfaces between the references of popular education and oral history in order to raise methodological contributions for the consolidation of dialogical and participatory investigative practices. The concepts of political, dialogicity and sensitive listening are presented as convergent methodological principles between the fields of popular education and oral history, which aim to affirm the place of intersubjectivity in the process of knowledge construction and in research practices. As convergences between these fields of knowledge, highlighting the political commitment to the polyphony of voices, cultures and popular knowledge, the affirmation of the formative dimension of collaborative and participatory investigations that enable the development of processes of learning-and-thinking narratively, as well as the recognition that the narratives and stories of subjects and popular groups condense knowledge, meanings and senses relevant to the process of re-signifying the present and the current epistemologies. The approximation between studies and investigative practices in popular education and oral history has supported the construction of a critical science and a popular oral history capable of fostering the overcoming of social injustices and the collective weaving of dreams and possible transformations. [ABSTRACT FROM AUTHOR]

This paper proposes methodological strategies and the operationalization of a cartography of the territorialities through the reorganization of circuits and spatial practices in constitution of the subjects from the perspective of oral history, the organization of cartographies, and photography to expand narratives. Initially, we aim to describe the conceptual grounds that permeate this research. Authors like Bosi (2006), Meihy (2005), Simmel (1971), Magnani (2014), and Certeau (1994) structure how to (re)organize students' sociabilities, circuits, and spatial practices. The cartographies follow Martín- Barbero's (2002) premises. Our content analyses were made through Miles, Huberman, and Saldaña's (2014) thematic coding, as well as the use of images according to theoreticians like Bourdieu (2003) and Martins (2008). Finally, we tell a few real-life stories in order to clarify how people go about their circulations and spaces during their upbringing. [ABSTRACT FROM AUTHOR]

This essay critically examines the so-called 'unnaturalness' of historical thinking. I identify and analyse three lines of argument frequently invoked by historians to defend the validity of historical inquiry in response to scepticism, which is often couched in postmodern terms. In doing so, I highlight that these lines of argument are predicated upon historians' thought processes and concepts being domain general. This idea of historical thinking as part of our ordinary thinking could help us develop a history curriculum in which students are required to employ those processes and concepts to solve both everyday and historical questions. With such a curriculum, students could more easily see the relevance of history education to their daily lives. [ABSTRACT FROM AUTHOR]

The article describes the development of the subject "Werken" in Austria. "Werken" is a subject primarily taught in general education schools and begins in primary school. In secondary level I, "Werken" is understood as preparation for further specialized training. In secondary level II, there is only the mixed subject "Bildnerisches Gestalten und Werkerziehung" in upper secondary schools. The Pedagogy Package 2020 enables the further development of the curriculum and the social embedding of the subject. "Werken" is considered an applied research subject, in which competencies are acquired within a comprehensive research, development, and design process. The understanding of the subject emphasizes the importance of innovation and the integration of methods from other disciplines. Three competency areas are defined: development, production, and reflection. The teaching is based on a research-based approach and promotes individual insights and innovations. Transdisciplinary connections are established and new perspectives on subject content are opened up. The article deals with the subject "Werken" in Austria and the changes that arise from digitization and a focus on sustainability. Competence acquisition is achieved through one's own actions and is now increasingly evaluated in the process of work. Digitization poses new requirements for the subject and at the same time offers new possibilities. Dealing with natural resources and the design of living spaces are considered important core values of the subject. "Werken" is seen as a unique subject that is in demand both in the working world and in personal development. The term "Technik und Design" (Technology and Design) is proposed to clarify the content focus of the subject. The implementation of the changes remains a challenge that the subject community looks at optimistically. [Extracted from the article]

In this essay, I ask what form of historical consciousness schools should nurture in students. The two criteria I set up in this regard are plausibility—is the account of history plausible—and practicality—does the form of historical consciousness help young people contribute to the betterment of society. The level of my analysis is that of modernity, a novel interpretation of which I gradually develop. I begin by drawing on Nietzsche to assess three forms of historical consciousness that are on offer: the belief in the old age of humankind, a forward-looking rebellion, and a backwards-looking rebellion. All three are found wanting according to my criteria. I retain from Nietzsche the idea that a certain degree of 'presentism' is inevitable in historical consciousness. I then use Paul Ricoeur's reflections on modernity as a springboard for outlining a different account, which mobilizes the metaphor of modernity as a period of transition akin to adolescence. The form of historical consciousness that is associated with this metaphor is more plausible and practical than the three competitors I assessed. I conclude by defending this account from potential objections. [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.

In our population game model, we introduce an innovative concept: we assume that players possess both social imitation learning and personal history learning abilities. This mixed learning rule combines aspects of social and historical learning, offering a fresh perspective on strategy updates for cooperative evolution. To simulate player learning, we treat each player as a particle, and we propose a novel swarm intelligence algorithm in conjunction with the particle swarm optimization algorithm. We conduct simulations for three typical games using both random matching and square network models. The experimental results demonstrate that the mixed learning rule effectively overcomes the tragic Nash equilibrium observed in the Prisoner's Dilemma game. It leads to the establishment of a stable proportion of cooperators, boosts the proportion of Hawk-Dove game cooperators, and enables coordinated game cooperators to dominate the entire population. Furthermore, our sensitivity analysis of the introspection rate and trade-off coefficient reveals that increasing the trade-off coefficient effectively enhances the average proportion of cooperators, while raising the introspection rate suppresses cooperation levels. [ABSTRACT FROM AUTHOR]

Minority history education can support perspective-taking which is linked to decreasing stereotypes and prejudice. A pre-test post-test randomized control trial study with 114 pre-service teachers was conducted to examine the role of queer history instruction to improve learners' self-reported perspective-taking toward LGBTQ + minorities and knowledge of queer history. Participants in the Edmonton Queer History App (vs. control) condition learned significantly more and reported higher levels of perspective-taking towards both sexual orientation (SO) and gender identity (GI) minority members. Mediation analysis showed that learning outcome explained the effect of the app condition on the increase of perspective-taking towards SO (but not GI). • Minority history supports perspective-taking (PT) which is linked to decreasing prejudice. • Students played a game (control) or learned about queer history with an app. • App condition increased LGBTQ + PT and did so more than control. • App condition increased LGBTQ + history knowledge and did so more than control. • History knowledge explained effect of app on sexual orientation minority PT. [ABSTRACT FROM AUTHOR]

• The victims' life stories must be privileged when addressing armed conflicts. • Democratic values keep students away from the belief in the inevitability of violence. • Historical memory must be approached as an articulated temporal process. • The teaching of historical memory is more effective when it uses flexible methods. This research aims to define pedagogical guidelines to apply to the teaching of the historical memory of the Colombian armed conflict. It is framed by the need to unify the knowledge related to the pedagogy of memory, through the experiences of individuals involved in processes of reconstruction and teaching of historical memory in Colombia. For this, a phenomenological study with a qualitative approach is carried out, using the specialized semi-structured interview technique. The results indicate five pillars for the development of the pedagogy of memory in the context of the Colombian armed conflict: (1) life stories, (2) commitment to human and democratic values, (3) temporality of memory, (4) categories of violence and (5) non-formal education. [ABSTRACT FROM AUTHOR]

• Hypothetical situations (HSs) seem to be related to assisting students in their understanding of subject matter. • HSs in our data emerges in two types: possible events-oriented and actual events-oriented. • The interactional organization of HSs shows different invitations for further responses and different follow-ups. • HSs support students to engage in classroom discourse that reaches further than the direct here-and-now. • HSs can be used to influence students' imagination development. This study explores teachers' use of hypothetical situations (HSs) in primary school classrooms and aims to generate new insights into the facilitation of student participation. Several studies using HSs to get the interlocutor to imagine a hypothetical scenario have shown the importance of HSs in various interactional contexts. However, no previous study has focused on exploring the interactional details of HSs in the primary school classroom. We investigated 17 h of Turkish social studies and 26 h of Dutch history lessons interactions using conversation analysis as the research method. The analysis focuses on the types of hypothetical situations raised and the organization of the ensuing interaction. We identified two different types of HSs: (1) possible events-oriented HSs, where students are oriented to discussing situations that may occur (to them) in the future; and (2) actual events-oriented HSs, where students discuss situations that have happened to others in the past while imagining themselves in that situation. Regarding the interactional organization of the HSs, our analysis identifies particular practices employed to invite further responses and to follow up on the initial responses. The findings illustrate that the use of HSs in a primary school classroom context may provide opportunities for students to participate in a classroom discourse that reaches further than the direct here-and-now within the classroom setting. [ABSTRACT FROM AUTHOR]

An introduction is presented to a series of articles that focus on how to teach American history in alternative spaces.

This article presents an essay written by historian R. Ward Holder on the topic of teaching about the Reformation. He comments on the importance of incorporating religious, social, and historiographical aspects of the Reformation and offers advice on teaching methods and strategies to further engage students on the subject.

This article presents an essay written by historians Gary G. Gibbs and Merry Wiesner-Hanks on the topic of the Reformation. They provide advice on teaching methods and strategies to engage students on the Reformation in world history courses, including utilizing students' creativity and imagination, as well as emphasizing different perspectives on the subject.

This article presents an essay written by historian Omar H. Ali on the topic of incorporating Africa into a world history curriculum. He comments on the rich oral and written history of African civilizations, including its representation in art and performance. He also offers advice regarding teaching methods and strategies to effectively engage students in the classroom.

This article presents an essay written by historian Charles H. Parker on the topics of ethnicity and gender in the early modern era of the East Indies. He comments on the relationship between these subjects and nationalism in the region. He also offers methods and strategies for teaching this subject in the classroom.

This article presents an essay written by historian Juliana Barr on the topic of Native American sovereignty. She comments on the lack of time spent teaching about Native American history before 1492 in United States classrooms and examines the rich oral and written traditions of native groups dating well before European colonization of the land in the late 15th century.

This article presents an essay written by historian Gary G. Gibbs on the topic of teaching a survey course in the history of nation building and nationalism in South Asia. He offers advice to history teachers on educational strategies and methods, including classroom discussions and the use of audiovisual materials.

This article presents information on the 2018 meeting of the American Historical Association on the topics of race, ethnicity, and nationalism. The authors comment on the panels at the conference, which featured historians and authors offering advice on teaching strategies for early modern history education.

Over the past decade, scholars from a variety of epistemological and theoretical backgrounds have begun to engage more deeply with history as a form of difficult knowledge. It is difficult to comprehend and can be traumatic for different groups for different reasons. History as a school subject has largely been used as a tool of hegemony by presenting nationalistic dominant narratives that can marginalise and oppress students from minoritized populations. This academic work has been primarily theoretical, but small case studies of empirical analysis of how teachers and students engage with history as difficult knowledge have emerged to inform practice. This article draws from this body of work – grounded in theories of memory and identity, critical socio-cultural approaches, and psychoanalytic and trauma-informed analysis – to explore key considerations for informing teaching and learning difficult histories. These include the relationship between teacher moral commitments and engagement with or resistance to difficult histories; the role of emotion and unsettling nature of difficult knowledge, and making assumptions about what representations of historic social trauma are or are not traumatising for young people. These considerations have implications for teaching and teacher education. [ABSTRACT FROM AUTHOR]

Based upon the analysis of nationalist narratives in the ancient Korean history chapters of eight official Korean history textbooks published in or after 2014, this study attempts to assess how Korean history textbooks meet their stated objective of "Korean history within and alongside world history" drawn from the global citizenship education point of view. This study presents an analytical inquiry into the nationalist narratives embedded in these textbooks--despite appearances to the contrary--notably in the portions dealing with ancient history. Nationalist narratives found in the treatment of ancient Korean history in these textbooks can be categorized into overstatements on the emergence of a single ethnic group, an earlier timeframe for historical events, territorial exaggerations, and misinformation about neighboring countries. It is important to bring the extended stakeholders, particularly history scholars, into the authorship of textbook-making processes to reflect up-to-date findings for objective narratives in textbooks and to take serious account of issues that transcend borders, regions, and cultures from a global and comprehensive perspective. In history education, a balanced understanding of history among learners can be realized only through global citizenship education that goes beyond nationalism. [ABSTRACT FROM AUTHOR]