Providing the first volume-length exploration of the role that dialogue has played 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.
Providing the first volume-length exploration of the role that dialogue has played 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.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Mario Carretero is Professor of Cognitive Psychology at the Autonoma University of Madrid, Spain, and a researcher of Facultad Latinoamericana de Ciencias Sociales (FLACSO)-Argentina. Everardo Perez-Manjarrez is Professor of History at the National University of Distance Education (UNED), Madrid, Spain, and Harvard Graduate School of Education Visiting Scholar.
Inhaltsangabe
Introduction - Dialogue as a necessary challenge for history education. Part I. Reflections on the challenges, opportunities and obstacles of dialogue in history education 1. Collective Memory and History School Textbooks: The Cases of Authoritarianism and Intractable Conflict 2. Dialogue between two conflicting historical Narratives: Palestine, Israel, and the PRIME Dual Historical Narratives project. 3. Contested History Teaching and Dialogue in divided Cyprus 4. When the Subaltern Cannot Speak: Teaching about and through Historical Silence Part II. Dialogical activities in the classroom 5. Dialogue as shared historical inquiry: reflections on research into educational dialogue in history education 6. Towards a Definition of Pedagogical Content Knowledge of Argumentation in the History Classroom 7. Mapping Historical Discussions: Effects of Personal Investment and Issue Type on the Flow of Discourse 8. Enhancing dialogic practices in social studies education in Norway: students' and teachers' perspectives Part III. Digital media and historical dialogue 9. Fostering reflective dialogue on the difficult past and present of religious diversity in Europe. A docutube methodology 10. Teaching recent historical conflicts through dialogical controversies and documentary theater 11. Intercultural Historical Dialogue: Advancing History Learning Through Student-to-Student Interactions
Introduction - Dialogue as a necessary challenge for history education. Part I. Reflections on the challenges, opportunities and obstacles of dialogue in history education 1. Collective Memory and History School Textbooks: The Cases of Authoritarianism and Intractable Conflict 2. Dialogue between two conflicting historical Narratives: Palestine, Israel, and the PRIME Dual Historical Narratives project. 3. Contested History Teaching and Dialogue in divided Cyprus 4. When the Subaltern Cannot Speak: Teaching about and through Historical Silence Part II. Dialogical activities in the classroom 5. Dialogue as shared historical inquiry: reflections on research into educational dialogue in history education 6. Towards a Definition of Pedagogical Content Knowledge of Argumentation in the History Classroom 7. Mapping Historical Discussions: Effects of Personal Investment and Issue Type on the Flow of Discourse 8. Enhancing dialogic practices in social studies education in Norway: students' and teachers' perspectives Part III. Digital media and historical dialogue 9. Fostering reflective dialogue on the difficult past and present of religious diversity in Europe. A docutube methodology 10. Teaching recent historical conflicts through dialogical controversies and documentary theater 11. Intercultural Historical Dialogue: Advancing History Learning Through Student-to-Student Interactions
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