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Author: Hilary Cooper
Publisher: Cambridge Scholars Publishing
ISBN: 1443884731
Category : History
Languages : en
Pages : 570
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Book Description
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, and questions of personal and national identity from a wide range of international settings and perspectives. The research in this book was undertaken by leading history educators from every continent. Their interdisciplinary research represents an important contribution to the teaching of social sciences, social psychology, civic education programmes, history and history education in schools, colleges and universities. The book offers new approaches to history educators at all levels. In addition, the chapters offer potential as required reading for students to both develop an international perspective and to compare and contrast their own situations with those that the book covers. Section I considers issues related to identity; how can history education promote social coherence in multicultural societies, in societies divided by sectarianism, or countries adapting to regime changes, whether Communist or Fascist, including, for example, South Africa, previously Communist countries of Eastern Europe, and previous dictatorships in South America and Western Europe. It discusses such questions as: How important is it that students learn the content of history through the processes of historical enquiry? What should that content be and who should decide it, educators or politicians? What is the role of textbooks and who should write and select them? Should history be taught as a discrete discipline or as part of a citizenship or social sciences curriculum? Sections II and III explore ways in which memory of sensitive issues related to the past, to war, or to massacres may be addressed. Are there new methodologies or approaches which make this possible? How can students understand situations involving intolerance and injustice?
Author: Hilary Cooper
Publisher: Cambridge Scholars Publishing
ISBN: 1443884731
Category : History
Languages : en
Pages : 570
Get Book Here
Book Description
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, and questions of personal and national identity from a wide range of international settings and perspectives. The research in this book was undertaken by leading history educators from every continent. Their interdisciplinary research represents an important contribution to the teaching of social sciences, social psychology, civic education programmes, history and history education in schools, colleges and universities. The book offers new approaches to history educators at all levels. In addition, the chapters offer potential as required reading for students to both develop an international perspective and to compare and contrast their own situations with those that the book covers. Section I considers issues related to identity; how can history education promote social coherence in multicultural societies, in societies divided by sectarianism, or countries adapting to regime changes, whether Communist or Fascist, including, for example, South Africa, previously Communist countries of Eastern Europe, and previous dictatorships in South America and Western Europe. It discusses such questions as: How important is it that students learn the content of history through the processes of historical enquiry? What should that content be and who should decide it, educators or politicians? What is the role of textbooks and who should write and select them? Should history be taught as a discrete discipline or as part of a citizenship or social sciences curriculum? Sections II and III explore ways in which memory of sensitive issues related to the past, to war, or to massacres may be addressed. Are there new methodologies or approaches which make this possible? How can students understand situations involving intolerance and injustice?
Author: Ian Davies
Publisher: Routledge
ISBN: 1317284283
Category : Education
Languages : en
Pages : 301
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Book Description
Now in its second edition, Debates in History Teaching remains at the cutting edge of history education. It has been fully updated to take into account the latest developments in policy, research and professional practice. With further exploration into the major issues that history teachers encounter in their daily professional lives, it provides fresh guidance for thinking and practice for teachers within the UK and beyond. Written by a range of experts in history education, chapters cover all the key issues needed for clear thinking and excellent professional action. This book will enable you to reach informed judgements and argue your point of view with deeper theoretical knowledge and understanding. Debates include: What is happening today in history education? What is the purpose of history teaching? What do history teachers need to know? What are the key trends and issues in international contexts? What is the role of evidence in history teaching and learning? How should you make use of ICT in your lessons? Should moral learning be an aim of history education? How should history learning be assessed? Debates in History Teaching remains essential reading for any student or practising teacher engaged in initial training, continuing professional development or Master's-level study.
Author: Penney Clark
Publisher: Springer Nature
ISBN: 3030515133
Category : Education
Languages : en
Pages : 307
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Book Description
This book closely examines the pedagogical possibilities of integrating the arts into history curriculum at the secondary and post-secondary levels. Students encounter expressions of history every day in the form of fiction, paintings, and commemorative art, as well as other art forms. Research demonstrates it is often these more informal encounters with history that define students’ knowledge and understandings rather than the official accounts present in school curricula. This volume will provide educators with tools to bring together these parallel tracks of history education to help enrich students’ understandings and as a mechanism for students to present their own emerging historical perspectives.
Author: Mario Carretero
Publisher: Taylor & Francis
ISBN: 1040273297
Category : Education
Languages : en
Pages : 282
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Book Description
Providing the first volume-length exploration of the role that dialogue can play in history education classrooms, this book explores the socio-cultural, psychological, and digital dimensions of dialogic practice to promote research into historical thinking, historical consciousness, and critical thinking in educational settings. This book’s novel approach is in its analysis of dialogical processes in various international and intercultural educational contexts; chapters compare Israeli and Palestinian textbooks and classroom discussion and explore teachers’ challenges to shift monologic school culture, as well as approaches to enhancing dialogic practices both in US contexts and in several EU countries. Each case study provides an insight into the nature of dialogue as both shared historical inquiry and cultural practice. How can dialogue be promoted, and through what mechanisms? In what ways can dialogue contribute to democratic societies’ thriving and dealing with and overcoming conflicts about different views on the past? Ultimately, the book looks to foster a nuanced and complex understanding of history, prompting consideration of different perspectives and a collective approach to overcoming troubled pasts and trauma. Featuring a truly international set of contributions from established and emerging scholars, this book will appeal to scholars, researchers, and postgraduate students interested in the history of education, education policy and politics, and historiography more broadly. This book was made possible with the support of the EU project www.making-histories.eu (10108606), coordinated by the first author.
Author: Matilda Keynes
Publisher: Springer Nature
ISBN: 3030704122
Category : Education
Languages : en
Pages : 440
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Book Description
This book explores how the expectations of historical justice movements and processes are understood within educational contexts, particularly history education. In recent years, movements for historical justice have gained global momentum and prominence as the focus on righting wrongs from the past has become a feature of contemporary politics. This imperative has manifested in globally diverse contexts including societies emerging from recent, violent conflict, but also established democracies which are increasingly compelled to address the legacies of colonialism, slavery, genocides, and war crimes, as well as other forms of protracted discord. This book examines historical justice from an educational perspective, exploring the myriad ways that education is understood as a site of historical injustice, as well as a mechanism for redress. The editors and contributors analyse the role of history education in processes of historical justice broadly, exploring educational sites, policies, media, and materials. This edited collection is a unique and important touchstone volume for scholars, policy-makers, practitioners, and teachers that can guide future research, policy, and practice in the fields of historical justice, human rights and history education.
Author: Mansour Bonakdarian
Publisher: Anthem Press
ISBN: 1839989467
Category : History
Languages : en
Pages : 615
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Book Description
This book analyzes particular patterns of nationalist self-configuration and nationalist uses of memory, counter-memory, and historical amnesia in Ireland from roughly around the time of the emergence of a broad-based non-sectarian Irish nationalist platform in the late eighteenth century (the Society of United Irishmen) until Ireland’s partition and the founding of the Irish Free State in 1922. In approaching Irish nationalism through the particular historical lens of “Iran,” this book underscores the fact that Irish nationalism during this period (and even earlier) always utilized a historical paradigm that grounded Anglo-Irish encounters and Irish nationalism in the broader world history, a process that I term “worlding of Ireland.” In effect, Irish nationalism was always politically and culturally cosmopolitan in outlook in some formulations, even in the case of many nationalists who resorted to insular and narrowly defined exclusionary ethnic and/or religious formulations of the Irish “nation.” Irish nationalists, as nationalists in many other parts of the world, recurrently imagined their own history either in contrast to or as reflected in, the histories of peoples and lands elsewhere, even while claiming the historical uniqueness of the Irish experience. Present in a wide range of Irish nationalist political, cultural, and historical utterances were assertions of past and/or present affinities with other peoples and lands.
Author: Alex Shevrin Venet
Publisher: Taylor & Francis
ISBN: 1003845118
Category : Education
Languages : en
Pages : 210
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Book Description
Educators must both respond to the impact of trauma, and prevent trauma at school. Trauma-informed initiatives tend to focus on the challenging behaviors of students and ascribe them to circumstances that students are facing outside of school. This approach ignores the reality that inequity itself causes trauma, and that schools often heighten inequities when implementing trauma-informed practices that are not based in educational equity. In this fresh look at trauma-informed practice, Alex Shevrin Venet urges educators to shift equity to the center as they consider policies and professional development. Using a framework of six principles for equity-centered trauma-informed education, Venet offers practical action steps that teachers and school leaders can take from any starting point, using the resources and influence at their disposal to make shifts in practice, pedagogy, and policy. Overthrowing inequitable systems is a process, not an overnight change. But transformation is possible when educators work together, and teachers can do more than they realize from within their own classrooms.
Author: Sabrina P. Ramet
Publisher: Taylor & Francis
ISBN: 1040127533
Category : Political Science
Languages : en
Pages : 225
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Book Description
This book offers an analysis of values in Hungary. Following the proposition that civic values are crucial to liberal democracy and conducive to international peace, this book examines the extent to which these values are respected and practised in a number of policy spheres, with chapters devoted to the political system, the media, religion, relations with the European Union, history textbooks, cinema, Roma, and the attitudes of Hungarian women voters. The book also charts how, under Prime Minister Orbán, Hungary has gravitated away from the civic values spelled out in the Universal Declaration of Human Rights and the Charter of the European Union. This book will prove to be of great use to scholars and students of democracy, East Central Europe, minorities, Hungarian contemporary history and politics, civic culture, gender studies, nationalism, human rights, and more broadly the social sciences.
Author: Scott Alan Metzger
Publisher: John Wiley & Sons
ISBN: 1119100739
Category : History
Languages : en
Pages : 704
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Book Description
A comprehensive review of the research literature on history education with contributions from international experts The Wiley International Handbook of History Teaching and Learning draws on contributions from an international panel of experts. Their writings explore the growth the field has experienced in the past three decades and offer observations on challenges and opportunities for the future. The contributors represent a wide range of pioneering, established, and promising new scholars with diverse perspectives on history education. Comprehensive in scope, the contributions cover major themes and issues in history education including: policy, research, and societal contexts; conceptual constructs of history education; ideologies, identities, and group experiences in history education; practices and learning; historical literacies: texts, media, and social spaces; and consensus and dissent. This vital resource: Contains original writings by more than 40 scholars from seven countries Identifies major themes and issues shaping history education today Highlights history education as a distinct field of scholarly inquiry and academic practice Presents an authoritative survey of where the field has been and offers a view of what the future may hold Written for scholars and students of education as well as history teachers with an interest in the current issues in their field, The Wiley International Handbook of History Teaching and Learning is a comprehensive handbook that explores the increasingly global field of history education as it has evolved to the present day.
Author: Bruno Charbonneau
Publisher: Routledge
ISBN: 1136491112
Category : Political Science
Languages : en
Pages : 274
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Book Description
This book aims to bridge the gap between what are generally referred to as ‘top-down’ and ‘bottom-up’ approaches to peacebuilding. After the experience of a physical and psychological trauma, the period of individual healing and recovery is intertwined with political and social reconciliation. The prospects for social and political reconciliation are undermined when a ‘top-down’ approach is favoured over the ‘bottom-up strategy’- the prioritization of structural stability over societal well-being. Peacebuilding, Memory and Reconciliation explores the inextricable link between psychological recovery and socio-political reconciliation, and the political issues that dominate this relationship. Through an examination of the construction of social narratives about or for peace, the text offers a new perspective on peacebuilding, which challenges and questions the very nature of the dichotomy between ‘top-down’ and ‘bottom-up’ approaches. This book will be of much interest to students of peacebuilding, peace and conflict studies, social psychology, political science and IR in general.
