The Palgrave Handbook of History and Social Studies Education

Herausgegeben:Berg, Christopher W.; Christou, Theodore M.

• Broschiertes Buch

Produktbeschreibung

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.

Produktdetails

• Verlag: Palgrave Macmillan / Springer International Publishing / Springer, Berlin
• Artikelnr. des Verlages: 978-3-030-37212-5
• 1st ed. 2020
• Seitenzahl: 668
• Erscheinungstermin: 4. April 2021
• Englisch
• Abmessung: 235mm x 155mm x 36mm
• Gewicht: 996g
• ISBN-13: 9783030372125
• ISBN-10: 303037212X
• Artikelnr.: 61378594

Autorenporträt

Christopher W. Berg is Associate Professor of Humanities and Head of Liberal Arts, Online at Rocky Mountain College of Art + Design, USA. Theodore M. Christou is Professor of Social Studies and History Education and Associate Dean of Graduate Studies and Research in the Faculty of Education at Queen's University, Canada.

Inhaltsangabe

1. Introduction: History Education in Theory, Practice, and the Space in Between.- 2. Social Studies Teachers' Perspectives on the Differences between Disciplinary History and School History.- 3. "But they can't do that!" Practical Approaches to Engage South African School Pupils in Historical Learning.- 4. Re-imagining History Teaching by Challenging National Narratives.- 5. Improving Teachers' Proficiency in Teaching Historical Thinking.- 6. The Development and Progress of the 'Source Method' as a History Teaching Method: Practical Classroom Examples from Malta.- 7. Form or Substance? Weighing critical skills against identity narratives in history education.- 8. Between Historical Consciousness and Historical Thinking: Swedish History Teacher Education in the 2000s.- 9. Historical Thinking, Epistemic Cognition, and History Teacher Education.- 10. More than a Methods Course: Teaching preservice teachers to think historically.- 11. The History Education Network: An Experiment in Knowledge Mobilization.- 12. What History should Schools Teach in a Postcolonial Context?: Reimagining Secondary School History Curriculum for Democratic Practice in Zimbabwe.- 13. Quebec's history of Quebec and Canada Ministerial Examination: A Tool to Promote Historical Thinking or a Hurdle to Hinder its Inclusion.- 14. From Knowing the National Past to Doing History: History (Teacher) Education in Flanders since 1918.- 15. Dochum glóire Dé agus onóra na hÉireann: Revising History in Ireland.- 16. The Scottish Context: Making History in an "Understated Nation".- 17. Tracing Displinarity in the History Classroom: The cases of Two Elementary School Teachers amidst Curriculum Change in the Republic of Cyprus.- 18. Why Does Changing the Orientation of History Teaching Take So Long? A Case Study from Finland.- 19. Historical Thinking, 'Difficult Histories' and Maori Perspectives of the Past.- 20. Reasonable Interpretations or Emotional Identification? Using Video Testimony in History Lessons.-21. To What Purpose? The Ends and Means of History Education in the Modern World.- 22. The History You Don't Know and the History You Do: The Promise of Signature Pedagogies in History Education.- 23. Dynamic Literacies and Democracy: A Framework for Historical Literacy.- 24. Conclusion: History Education, Nexus.

Rezensionen

"This book makes these research and practices accessible for an international audience and provides fresh insights into how the concept of historical thinking has been employed outside Western European and North American contexts. Looking at how scholars and practitioners in different national and cultural contexts are approaching this and other issues in history and social studies education can help us reflect and advance our own practices." (Snjezana Koren, JHEC, Vol. 41, 2020)