The Palgrave Handbook of History and Social Studies Education

ISBN-13: 9783030372125 / Angielski / Miękka / 2021 / 642 str.

Christopher W. Berg; Theodore M. Christou

Recenzje

"This book makes these research and practices accessible for an international audience and provides fresh insights into how the concept of historical thinking has been employed outside Western European and North American contexts. Looking at how scholars and practitioners in different national and cultural contexts are approaching this and other issues in history and social studies education can help us reflect and advance our own practices." (Snjezana Koren, JHEC, Vol. 41, 2020)

Spis treści

1. Introduction: History Education in Theory, Practice, and the Space in Between

2. Social Studies Teachers' Perspectives on the Differences between Disciplinary History and School History

3. 'But they can't do that!" Practical Approaches to Engage South African School Pupils in Historical Learning

4. Re-imagining History Teaching by Challenging National Narratives

5. Improving Teachers' Proficiency in Teaching Historical Thinking

6. The Development and Progress of the 'Source Method' as a History Teaching Method: Practical Classroom Examples from Malta

7. Form or Substance? Weighing critical skills against identity narratives in history education

8. Between Historical Consciousness and Historical Thinking: Swedish History Teacher Education in the 2000s

9. Historical Thinking, Epistemic Cognition, and History Teacher Education

10. More than a Methods Course: Teaching preservice teachers to think historically

11. The History Education Network: An Experiment in Knowledge Mobilization

12. What History should Schools Teach in a Postcolonial Context?: Reimagining Secondary School History Curriculum for Democratic Practice in Zimbabwe

13. Quebec's history of Quebec and Canada Ministerial Examination: A Tool to Promote Historical Thinking or a Hurdle to Hinder its Inclusion

14. From Knowing the National Past to Doing History: History (Teacher) Education in Flanders since 1918

15. Dochum glóire Dé agus onóra na hÉireann: Revising History in Ireland

16. The Scottish Context: Making History in an "Understated Nation"

17. Tracing Displinarity in the History Classroom: The cases of Two Elementary School Teachers amidst Curriculum Change in the Republic of Cyprus

18. Why Does Changing the Orientation of History Teaching Take So Long? A Case Study from Finland

19. Historical Thinking, 'Difficult Histories' and Māori Perspectives of the Past

20. Reasonable Interpretations or Emotional Identification? Using Video Testimony in History Lessons

21. To What Purpose? The Ends and Means of History Education in the Modern World

22. The History You Don't Know and the History You Do: The Promise of Signature Pedagogies in History Education

23. Dynamic Literacies and Democracy: A Framework for Historical Literacy

24. Conclusion: History Education, Nexus

O autorze

Christopher W. Berg is Associate Professor of Humanities and Head of Liberal Arts, Online at Rocky Mountain College of Art + Design, USA.

Theodore M. Christou is Professor of Social Studies and History Education and Associate Dean of Graduate Studies and Research in the Faculty of Education at Queen’s University, Canada.

Blurb

“This handbook’s comparative approach to examining history education and its excellent theoretical underpinning in terms of education theory, historiography, and the pedagogy of history combine to produce a sophisticated handbook that will benefit practitioners while stimulating further research in the field.”
—Stephen Morillo, Charles Boal Ewing Chair in Military History, United States Military Academy at West Point, USA 

“Based across and within local, national, and international contexts, this book will help to generate reflections on the links between research and professional development. The examples and discussions of innovative practice provide insights into the culture wars that underpin good work in history education for beginning and experienced professionals, researchers, and others.”
—Ian Davies, Professor of Education, University of York, UK 

“In a world where the politicized use and abuse of history education and social studies in the modern state has become a constantly changing phenomenon and where research knowledge in the field of history education is constantly developing, the editors of this volume gathered together a remarkably fine international team of authors who have produced a fresh, carefully organized, and educative collection of chapters in which they present their latest situation reports, analyses, and forecasts for the future.”
—Tony Taylor, Former Director of the National Centre for History Education, Australia

This Handbook presents an international collection of essays examining history education past and present. Framing recent curriculum reforms in Canada and in the United States in light of a century-long debate between the relationship between theory and practice, this collection contextualizes the debate by exploring the evolution of history and social studies education within their state or national contexts. With contributions ranging from Canada, Finland, New Zealand, Sweden, the Netherlands, the Republic of South Africa, the United Kingdom, and the United States, chapters illuminate the ways in which curriculum theorists and academic researchers are working with curriculum developers and educators to translate and refine notions of historical thinking or inquiry as well as pedagogical practice.