Welcome to our book review site go-pdf.online!
You may have to Search all our reviewed books and magazines, click the sign up button below to create a free account.
Issues in History Teaching
Written by a range of history professionals, including HMIs, this book provides excellent ideas on the teaching, learning and organization of history in primary and secondary schools.
Initial Training for History Teachers
The Council of Europe's work on history teaching in secondary schools has three main thrusts: curriculum development, textbooks and teaching materials, and teacher training, which should take into account societal developments and the cultural needs of coming generations. This pilot study is the first comparative study on the structures of initial training for history teachers to be carried out in several European countries. Its aim is to provide information that will raise the level of professionalism not only of history teaching, but also of teacher training.--Publisher's description.
Thinking Historically
Two simple but profound questions have preoccupied scholars since the establishment of history education over a century ago: what is historical thinking, and how do educators go about teaching it? In Thinking Historically, Stéphane Ltévesque examines these questions, focusing on what it means to think critically about the past. As students engage in a new century already characterized by global instability, uncertainty, and rivalry over claims about the past, present, and future, this study revisits enduring questions and aims to offer new and relevant answers. Drawing on a rich collection of personal, national, and international studies in history education, Ltévesque offers a coherent a...
A Lover's Quarrel with the Past
Although not a professional historian, the author raises several issues pertinent to the state of history today. Qualifying the 'non-historian' as an 'able' interventionist in historical studies, the author explores the relationship between history and theory within the current epistemological configurations and refigurations. He asks how history transcends the obsessive 'linguistic' turn, which has been hegemonizing literary/discourse analysis, and focuses greater attention on historical experience and where history stands in relation to our understanding of ethics, religion and the current state of global politics that underlines the manipulation and abuse of history.
Canadians and Their Pasts
What role does history play in contemporary society? Has the frenetic pace of today’s world led people to lose contact with the past? A high-profile team of researchers from across Canada sought to answer these questions by launching an ambitious investigation into how Canadians engage with history in their everyday lives. The results of their survey form the basis of this eye-opening book. Canadians and Their Pasts reports on the findings of interviews with 3,419 Canadians from a variety of cultural and linguistic communities. Along with yielding rich qualitative data, the surveys generated revealing quantitative data that allows for comparisons based on gender, ethnicity, migration histories, region, age, income, and educational background. The book also brings Canada into international conversation with similar studies undertaken earlier in the United States, Australia, and Europe. Canadians and Their Pasts confirms that, for most Canadians, the past is not dead. Rather, it reveals that our histories continue to shape the present in many powerful ways.
Education Policy and Power-Sharing in Post-Conflict Societies
This book explores the nexus between education and politics in Lebanon, Northern Ireland, and Macedonia, drawing from an extensive body of original evidence and literature on power-sharing and post-conflict education in these post-conflict societies, as well as the repercussions that emerged from the end of civil war. This book demonstrates that education policy affects the resilience of political settlements by helping reproduce and reinforce the mutually exclusive religious, ethnic, and national communities that participated in conflict and now share political power. Using curricula for subjects—such as history, citizenship education, and languages—and structures like the existence of state-funded separate or common schools, Fontana shows that power-sharing constrains the scope for specific education reforms and offers some suggestions for effective ones to aid political stability and reconciliation after civil wars.
National Identity and Educational Reform
National identity in Moldova remains contested despite repeated attempts by governments, historians, and educators to cultivate a shared sense of national belonging through the development of history textbooks. Concern over professional status and distrust of the government’s motivations halted these reforms, demonstrating that the success of such efforts greatly depends on teachers’ and citizens’ social memory and everyday lives. This volume looks at educational reform and the struggle over national identity in the history classroom from the perspectives of five different groups: elected politicians, Ministry of Education officials, textbook authors and historians, teachers, and students. Each chapter explores the actors’ motivations and agendas regarding reform, their role in promoting or obstructing the reform process, and their opinions about the ensuing controversy. Drawing on months of fieldwork and original research, author Elizabeth Worden examines the importance of teachers and students in the success or failure of a reform initiative.
Europa als macht?
None
History Education in the Digital Age
This book reflects on how teachers and students use new technologies in classroom settings in order to improve the capacity of teaching and learning in history to successfully meet the challenges of the twenty-first century through a complex understanding of the relation between past and present. Key authors in the field from Europe and the Americas present a comprehensive overview of the central questions at the heart of the book. They contribute to this process of reflection by taking diverse methodological, pedagogical and conceptual approaches to analyse the ways in which digital tools could advance the development of historical comprehension in the fields of formal and informal history education in different settings as schools, museums, exhibitions, sites of memory, videogames and films. Drawing together a disciplinary diversity that approaches the topic from the viewpoints of collective memory, global history, historical thinking and historical consciousness, the book’s cutting-edge content offers interested academics and practitioners with a broad-based view on the current state of debate in this area, examined via theoretical exploration in-depth case analysis.
The Past is a Foreign Country - Revisited
A completely updated new edition of David Lowenthal's classic account of how we reshape the past to serve present needs.
