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Public History and School
How do schools and public history influence each other? Cases studies focusing on school and public history around the world shed light on the intricate relationships between schools, students, teachers, policy makers and public historians. From why Robben Island is not included in South African curriculum to how German schools shape Holocaust memory, the case studies offered in this book sheds light on a current topic.
Holocaust Education 25 Years On
The year 2016 marked the twenty-fifth anniversary of statutory teaching and learning about the Holocaust in English state-maintained schools, which was introduced with the first English National Curriculum in 1991. The year 2016 also saw the publication of the largest empirical research study on Holocaust education outcomes – the UCL Centre for Holocaust Education’s What Do Students Know and Understand About the Holocaust? This book presents a systematic reflection on the outcomes of this quarter-century of Holocaust education in England and the Centre’s wider work to reflect on the forms and the limitations of children’s knowledge about the Holocaust and of English Holocaust educati...
Why History Education?
The 2022 issue of JHEC is focused on the topic "Why History Education" addressing the sense of history education in contemporary world where it has to assert itself in the field of tension of power, economy and society, and to engage in the dialogue with the growing field of public history. Perspectives from Austria, Germany, Israel, Poland, South Africa. Ukraine and Zimbabwe are included. The highlight of the Varia section is the article on "Plannungsmatrix" where Alois Ecker presents his innovative tool for designing teaching modules that skillfully combine first and second order historical concepts in the course of dialogical interaction between educator and students.
Overcoming Conflict
Peacebuilding and reconciliation between groups and entire nations that share a violent past are among the toughest, yet most important, challenges for modern societies. Opposing perspectives, disagreements about the interpretation of historical events or even entirely different narratives too often impede processes of rapprochement. How can teaching history contribute to overcoming the demarcation lines of such narratives and resolving historical conflicts that are passed on from generation to generation or renewed, amplified and exploited for present political purposes? This volume comprises twelve case studies—from Central and Eastern Europe to South Africa, from the Middle East to East Asia—exploring stories about successes and failures in the never-ending struggle for peaceful coexistence. All of them ultimately reflect the fundamental question of our discipline: Can we learn from history?
Italian Fascism's Empire Cinema
Ruth Ben-Ghiat provides the first in-depth study of feature and documentary films produced under the auspices of Mussolini’s government that took as their subjects or settings Italy’s African and Balkan colonies. These "empire films" were Italy's entry into an international market for the exotic. The films engaged its most experienced and cosmopolitan directors (Augusto Genina, Mario Camerini) as well as new filmmakers (Roberto Rossellini) who would make their marks in the postwar years. Ben-Ghiat sees these films as part of the aesthetic development that would lead to neo-realism. Shot in Libya, Somalia, and Ethiopia, these movies reinforced Fascist racial and labor policies and were largely forgotten after the war. Ben-Ghiat restores them to Italian and international film history in this gripping account of empire, war, and the cinema of dictatorship.
Theory of the History Classroom
This volume proposes a theory of history education in formal classroom settings. Specifically, it aims to outline how the particular setting of the classroom interacts with domain-specific processes of historical thinking. The theory rests on the notion that formal school education is a communicative and social system, while historical thinking occurs in the psychological system of a person's historical consciousness. In the complex interaction of these systems, historical thinking, emotions, communication, media and language are of particular importance. Drawing upon educational theory as well as the theory of history, this theory of the history classroom provides a framework as well as a solid foundation for future empirical research, both for developing research questions as well as for interpreting findings.
Sexuality in Austria
Scholars have increasingly been investigating human sexuality as an important field of social history in particular national cultures. This volume examines both continuities and changing patterns of sexual behavior in Austria.
Routes Into the Abyss
Examining the 1930s and the different reactions to the crisis, this volume offers a global comparative perspective that includes a comparison across time to give insight into the contemporary global recession. Germany, Italy, Austria and Spain with their antidemocratic, authoritarian or fascistic answers to the economic crisis are compared not only to an opposite European perspective – the Swedish example – but also to other global perspectives and their political consequences in Japan, China, India, Turkey, Brazil and the United States. The book offers no recipe for economic, social or political action in today’s recession, but it shows a wide range of reactions in the past, some of which led to catastrophe.
Vermittlung
Die »Zeitschrift für Kulturwissenschaften« dient als kritisches Medium für Diskussionen über »Kultur«, die Kulturwissenschaften und deren methodische Verfahren. Vermittlung als gesellschaftliche Praxis tritt an unterschiedlichen Stellen auf - besonders darauf angewiesen ist allerdings der Austauschprozess zwischen Wissenschaft und Öffentlichkeit. Die Beiträger*innen fragen nach der gesellschaftlichen Verantwortung und dem Stellenwert von Wissenschaft angesichts gegenwärtiger Krisen wie der Pandemie oder Kriegen. Darüber hinaus stehen die Wissensvermittlung im Bereich Kunst sowie die Rolle von Vermittlung im intergenerationalen Austausch im Fokus - ebenso wie exemplarische Einblicke in Praxisfelder der Vermittlung im Museum.
