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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.
No Separation
Through a potent mix of authoritarianism, heterosexism, xenophobia, and ethnoracial nationalism, powerful illiberal Christian movements have upended liberal democracies in countries that were once seen as paradigms of secular governance. Ludger H. Viefhues-Bailey offers new insight into the foundations of these movements, demonstrating how they emerge from the contradictions at the intersection of secularism and democracy. No Separation examines recent conflicts that link national identity, religion, and sexuality: debates over Muslim veiling practices in Germany, same-sex marriage in France, and migration and abortion in the United States. In each case, illiberal Christianities portray popu...
As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice
This volume represents the most comprehensive collection ever produced of empirical research on Holocaust education around the world. It comes at a critical time, as the world observes the 70th anniversary of the liberation of Auschwitz. We are now at a turning point, as the generations that witnessed and survived the Shoah are slowly passing on. Governments are charged with ensuring that this defining event of the 20th century takes its rightful place in the schooling and the historical consciousness of their peoples. The policies and practices of Holocaust education around the world are as diverse as the countries that grapple with its history and its meaning. Educators around the globe st...
Teaching a Dark Chapter
Teaching a Dark Chapter explores how textbook narratives about the Fascist/Nazi past in Italy, East Germany, and West Germany followed relatively calm, undisturbed paths of little change until isolated "flashpoints" catalyzed the educational infrastructure into periods of rapid transformation. Though these flashpoints varied among Italy and the Germanys, they all roughly conformed to a chronological scheme and permanently changed how each "dark past" was represented. Historians have often neglected textbooks as sources in their engagement with the reconstruction of postfascist states and the development of postwar memory culture. But as Teaching a Dark Chapter demonstrates, textbooks yield n...
Debating the Law, Creating Gender
In Palestine, family law is a controversial topic publicly debated by representatives of the state, Sharia establishment, and civil society. Yet to date no such law exists. This book endeavors to determine why by focusing on the conceptualization of gender and analyzing “law in the making” and the shifts in debates (2012–2018). In 2012, a ruling on khulʿ-divorce was issued by the Sharia Court and was well received by civil society, but when the debate shifted in 2018 to how to “harmonize” international law with Islamic standards, the process came to a standstill. These developments and the various power relations cannot be properly understood without taking into consideration the terminology used and redefined in these debates.
Subcontractors of Guilt
At the turn of the millennium, Middle Eastern and Muslim Germans had rather unexpectedly become central to the country's Holocaust memory culture—not as welcome participants, but as targets for re-education and reform. Since then, Turkish- and Arab-Germans have been considered as the prime obstacles to German national reconciliation with its Nazi past, a status shared to a lesser degree by Germans from the formerly socialist East Germany. It is for this reason that the German government, German NGOs, and Muslim minority groups have begun to design Holocaust education and anti-Semitism prevention programs specifically tailored for Muslim immigrants and refugees, so that they, too, can learn...
The Cold War in the Classroom
This book is open access under a CC BY 4.0 license. This book explores how the socially disputed period of the Cold War is remembered in today’s history classroom. Applying a diverse set of methodological strategies, the authors map the dividing lines in and between memory cultures across the globe, paying special attention to the impact the crisis-driven age of our present has on images of the past. Authors analysing educational media point to ambivalence, vagueness and contradictions in textbook narratives understood to be echoes of societal and academic controversies. Others focus on teachers and the history classroom, showing how unresolved political issues create tensions in history education. They render visible how teachers struggle to handle these challenges by pretending that what they do is ‘just history’. The contributions to this book unveil how teachers, backgrounding the political inherent in all memory practices, often nourish the illusion that the history in which they are engaged is all about addressing the past with a reflexive and disciplined approach.
Transitional Justice and Education
This volume addresses the role and importance of education for processes of transitional justice. In the aftermath of conflict and mass violence, education has been one of the tools with which societies have sought to achieve positive transformation. While education has the potential to trigger, maintain, and exacerbate conflict, it has also been designed to promote a deeper, more nuanced understanding of the past and to advance reconciliation, peacebuilding, and prevention. The original contributions in the book reflect on lessons learned from education policies of the past in post-conflict societies and seek innovative, sustainable, and context-sensitive grassroots approaches, designed to advocate critical thinking, values of inclusion and tolerance, and ultimately a culture of peace.
Folds of Past, Present and Future
This volume brings together important theoretical and methodological issues currently being debated in the field of history of education. The contributions shed insightful and critical light on the historiography of education, on issues of de-/colonization, on the historical development of the educational sciences and on the potentiality attached to the use of new and challenging source material.
The Palgrave Handbook of History and Social Studies Education
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.
