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Re-imagining the Teaching of European History
This book explores the challenges of teaching European history in the 21st century and provides research-informed approaches to history teaching that combine civic education, historical consciousness, and the teaching of controversial social issues. With contributions from researchers across Europe, the book includes both theoretical and case study chapters. The first part of the book addresses issues such as globalization and teaching in an interconnected world, using multicultural and critical approaches, decolonizing education, and teaching uncomfortable narratives of the past. The second part of the book showcases thematic chapters dedicated to teaching intersecting topics in the Europea...
The Palgrave Handbook of Conflict and History Education in the Post-Cold War Era
This Handbook provides a systematic and analytical approach to the various dimensions of international, ethnic and domestic conflict over the uses of national history in education since the end of the Cold War. With an upsurge in political, social and cultural upheaval, particularly since the fall of state socialism in Europe, the importance of history textbooks and curricula as tools for influencing the outlooks of entire generations is thrown into sharp relief. Using case studies from 58 countries, this book explores how history education has had the potential to shape political allegiances and collective identities. The contributors highlight the key issues over which conflict has emerged – including the legacies of socialism and communism, war, dictatorships and genocide – issues which frequently point to tensions between adhering to and challenging the idea of a cohesive national identity and historical narrative. Global in scope, the Handbook will appeal to a diverse academic audience, including historians, political scientists, educationists, psychologists, sociologists and scholars working in the field of cultural and media studies.
Identity, Trauma, Sensitive and Controversial Issues in the Teaching of History
History Education is a politically contested subject. It can be used to both promote xenophobia and to develop critical thinking, multiple perspectives, and tolerance. Accordingly, this book critically examines complex issues and constructivist approaches that make history relevant to students’ understanding of the modern world. As such, it has global appeal especially in North and South America, Canada, Europe and Asia. The book’s authors address the major challenges that History Education faces in an era of globalisation, digital revolution and international terror, nationalism and sectarian and religious conflict and warfare. Central to this volume are controversial issues, trauma, an...
Crescent Remembered
Contemporary Spain and Portugal share a historical experience as Iberian states which emerged within the context of al-Andalus. These centuries of Muslim presence in the Middle Ages became a contested heritage during the process of modern nation-building with its varied concepts and constructs of national identities. Politicians, historians and intellectuals debated vigorously the question how the Muslim past could be reconciled with the idea of the Catholic nation. The Crescent Remembered investigates the processes of exclusion and integration of the Islamic past within the national narratives. It analyses discourses of historiography, Arabic studies, mythology, popular culture and colonial policies towards Muslim populations from the 19th century to the dictatorships of Franco and Salazar in the 20th century. In particular, it explores why, despite apparent historical similarities, in Spain and Portugal entirely different strategies and discourses concerning the Islamic past emerged. In the process, it seeks to shed light on the role of the Iberian Peninsula as a crucial European historical "contact zone" with Islam.
Controversial Issues and Social Problems for an Integrated Disciplinary Teaching
The scientific literature has been showing that the teaching of controversial topics constitutes one of the most powerful tools for the promotion of active citizenship, the development and acquisition of critical-reflective thinking skills (Misco, 2013), and education for democratic citizenship (Pollak, Segal, Lefstein, and Meshulam, 2017; Misco and Lee, 2014). It has also highlighted, however, the complexities, risks and interference of emotional reactions in learning about sensitive, controversial or controversial historical, geographical or social issues (Jerome and Elwick, 2019; Reiss, 2019; Ho and Seow, 2015; Washington and Humphries, 2011; Swalwell and Schweber, 2016). Recent studies h...
Handbook of Research on Citizenship and Heritage Education
Cultural competence in education promotes civic engagement among students. Providing students with educational opportunities to understand various cultural and political perspectives allows for higher cultural competence and a greater understanding of civic engagement for those students. The Handbook of Research on Citizenship and Heritage Education is a critical scholarly book that provides relevant and current research on citizenship and heritage education aimed at promoting active participation and the transformation of society. Readers will come to understand the role of heritage as a symbolic identity source that facilitates the understanding of the present and the past, highlighting the value of teaching. Additionally, it offers a source for the design of didactic proposals that promote active participation and the critical conservation of heritage. Featuring a range of topics such as educational policy, curriculum design, and political science, this book is ideal for educators, academicians, administrators, political scientists, policymakers, researchers, and students.
Uncommonly Savage
“Truly impressive. Travels uncharted terrain, moving deftly through a vast scholarship in two languages. The research is sound, the prose crisp and accessible, and the subject unquestionably important.”—W. Fitzhugh Brundage, author of The Southern Past: A Clash of Race and Memory “Illuminates the enduring potency of memory in shaping postwar societies for generations after the fighting ceased, reminding us that both losers and victors often had powerful motives to remember—and to forget.”—Caroline E. Janney, author of Remembering the Civil War “Traces the dynamics of memory in the aftermath of the Spanish and American civil wars and demonstrates how similar processes of closu...
Islam and the Politics of Culture in Europe
Culture is a constant reference in debates surrounding Islam in Europe. Yet the notion of culture is commonly restricted to conceptual frames of multiculturalism where it relates to group identities, collective ways of life and recognition. This volume extends such analysis of culture by approaching it as semiotic practice which conjoins the making of subjects with the configuration of the social. Examining fields such as memory, literature, film, and Islamic art, the studies in this volume explore culture as another element in the assemblage of rationalities governing European Islam. From this perspective, the transformations of European identities can be understood as a matter of cultural practice and politics, which extend the analytical frames of political philosophy, historical legacies, normative orders and social dynamics.
Cases on Historical Thinking and Gamification in Social Studies and Humanities Education
Research on history education and historical thinking is becoming increasingly relevant internationally. The need for a renewal of history education is not only justified by the epistemology of history itself, but also by the demand for a methodological change in education in general, making students active protagonists in the construction of their learning and based on the development of competencies. Further study on the potential use of gamification within social studies and humanities education is required to understand its benefits and challenges. Cases on Historical Thinking and Gamification in Social Studies and Humanities Education proposes and analyzes gamification as a pedagogical innovation that can enable the renewal of the teaching and learning process of history, facilitating the active learning of historical thinking concepts while influencing students' conceptions of history as a discipline and as a school subject. Covering key topics such as historical thinking, social sciences, video games, and mobile learning, this reference work is ideal for historians, policymakers, researchers, scholars, academicians, practitioners, instructors, and students.
