Palgrave Handbook of Research in Historical Culture and Education
(Sprache: Englisch)
This volume comprises a broad interdisciplinary examination of the many different approaches by which contemporary scholars record our history. The editors provide a comprehensive overview through thirty-eight chapters divided into four parts: a)...
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This volume comprises a broad interdisciplinary examination of the many different approaches by which contemporary scholars record our history. The editors provide a comprehensive overview through thirty-eight chapters divided into four parts: a) Historical Culture and Public Uses of History; b) The Appeal of the Nation in History Education of Postcolonial Societies; c) Reflections on History Learning and Teaching; d) Educational Resources: Curricula, Textbooks and New Media. This unique text integrates contributions of researchers from history, education, collective memory, museum studies, heritage, social and cognitive psychology, and other social sciences, stimulating an interdisciplinary dialogue. Contributors come from various countries of Northern and Southern America, Europe and Asia, providing an international perspective that does justice to the complexity of this field of study. The Palgrave Handbook of Research in Historical Culture and Education provides state-of-the-art research, focussing on how citizens and societies make sense of the past through different ways of representing it.
Inhaltsverzeichnis zu „Palgrave Handbook of Research in Historical Culture and Education “
AcknowledgementsList of Contributors1 Introduction: Historical Cultures and Education in TransitionMario Carretero, Stefan Berger, Maria GreverPart I Historical Culture: Conceptualizing the Public Uses of History2 History Writing and Constructions of National Space - The Long Dominance of the National in Modern European HistoriographiesStefan Berger3 Historical Consciousness and Historical ThinkingPeter Seixas4 Historical Culture: a Concept RevisitedMaria Grever and Robbert-Jan Adriaansen5 Historical Rights to Land: How Latin American States Made the Past Normative and What Happened to History and Historical Education as a ResultTamar Herzog6 'The Times They Are a-Changin'. On Time, Space and Periodization in HistoryChris Lorenz7 Democracy and History Museums. Museo de AmericaMarisa González de Oleaga8 Illustrating National HistoryPeter Burke9 Film, the Past, and a Didactic Dead End: From Teaching History to Teaching MemoryWulf Kansteiner10 Historical Edutainment: New Forms and Practices of Popular History?Barbara Korte and Sylvia Palatschek11 The Jurassic Park of Historical CultureAntonis Liakos and Mitsos BilalisPart II The Appeal of the Nation in History Education of Postcolonial Societies12 Teaching National History to Young People TodayJocelyn Letourneau13 Echoing National Narratives in English History TextbooksTina van der Vlies14 Colonial and Postcolonial Contexts of History TextbooksSusan Grindel15 History in French Secondary School: a Tale of Progress and Universalism or a Narrative of Present Society?Nicole Tutiaux-Guillon16 National Narratives and the Invention of Ethnic Identities in MoroccoNorah Karrouche17 Constructing Identity and Power in History Education in Ukraine: Approaches to Formation of Peace CultureKarina V. Korostelina18 Postcolonial Discourses and Teaching National History. The History Educators' Attempts to Overcome Colonialism in the Republic of KoreaSunjoo Kang19 History for Nation-Building: the Case of Greece and TurkeyHerculas
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Millas20 Conflicting Narratives about Argentinean "Conquest of the Desert". Social Representations, Cognitive Polyphasia, and NothingnessAlicia Barreiro, José Antonio Castorina, Floor van Alphen21 After Empire: the Politics of History Education in a Postcolonial WorldAndrew MycockPart III Reflections on History Learning and Teaching22 What to Teach in History Education When the Social Pact Shakes?Alberto Rosa and Ignacio Bresco23 The Power of Story: Historical Narratives and the Construction of Civic IdentityHelen Haste and Ángela Bermúdez24 Shared Principles in History and Social Science EducationKeith Barton25 Concepts Acquisition and Conceptual Change in HistoryMaria Rodriguez-Moneo and Cesar Lopez26 Social Representations Concepts of the Past and Competences in History EducationDario Páez, Magdalena Bobowik and James Liu27 Teaching History Master Narratives: Fostering ImagiNATIONSMario Carretero28 Organizing the Past: Historical Accounts, Significance and Unknown OntologiesLis Cercadillo, Arthur Chapman and Peter Lee29 Historical Reading and Writing in Secondary School ClassroomsJeffrey Nokes30 Engaging Students in Historical Reasoning: the Need for Dialogic History EducationCarla van Boxtel and Jannet van DriePart IV Educational Resources: Trends in Curricula, Textbooks, Museums and New Media31 Bridging the Gap - Comparing History Curricula in History Teacher Education in Western CountriesNicola Brauch32 Cultural Wars and History Textbooks in Democratic SocietiesTony Taylor and Stuart Macintyre33 Trends and Issues Surrounding the Reading of Historical Texts in the Republic of KoreaHohwan Yang34 History Education Reform in Twenty-First Century ChinaSide Wang, Yueqin Li, Zhongjie Meng and Chencheng Shen35 Tools in Teaching Recent Past Conflicts. Constructing Textbooks beyond National BordersRobert Maier36 Emotional, Moral and Symbolic Imagery of Modern Russian History TextbooksTatyana Tsyrlina and Michael Lovorn37 Educational Websites on the Memory of Slavery in Europe: the Ongoing Challenge of History TeachingStephan Klein38 Social Media, New Technologies and History EducationTerry Haydn and Kees Ribbens39 The Neverending Story about Heritage and Museums: Four Discursive ModelsMikel Asensio and Elena PolIndex
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Autoren-Porträt
Mario Carretero is Professor at Autonoma University of Madrid, Spain, where he was Dean of the Faculty of Psychology, and Researcher at FLACSO, Argentina. He has carried out an extensive research on history education. His last two books are History Education and the Construction of National Identities (2012) (co-ed.) and Constructing Patriotism (funded by the Guggenheim Foundation) (2011).
Stefan Berger is Director of the Institute for Social Movements at the Foundation Library of the Rhur University-Bochum, Germany. His research interests are modern and contemporary european history, especially of Germany and Britain, comparative labour history, nationalism and history of historiography. He has published The Contested Nation (2011) and Nationalizing the Past (2010).
Maria Grever is Professor of History and Theory and Director of the Center for Historical Culture at Erasmus University Rotterdam, the Netherlands. She has published widely on canonization processes, historical culture, collective memory and identity, heritage and history education. Currently she leads the research program War! Popular Culture and European Heritage of Major Armed Conflicts (2015-2019).
Bibliographische Angaben
- 2017, 1st ed., 856 Seiten, mit farbigen Abbildungen, Maße: 16 x 24,1 cm, Gebunden, Englisch
- Herausgegeben:Carretero, Mario; Berger, Stefan; Grever, Maria
- Herausgegeben: Mario Carretero, Maria Grever, Stefan Berger
- Verlag: Palgrave Macmillan
- ISBN-10: 1137529075
- ISBN-13: 9781137529077
- Erscheinungsdatum: 20.03.2017
Sprache:
Englisch
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