The Palgrave Handbook of History and Social Studies Education. 1st ed. 2020.

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Sonst. Personen	Berg, Christopher W. (Hrsg.); Christou, Theodore M. (Hrsg.)
Titel	The Palgrave Handbook of History and Social Studies Education. 1st ed. 2020.
Quelle	Cham: Springer International Publishing (2020), XXIII, 642 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen 37; farbige Illustrationen 32
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-3-030-37209-5; 978-3-030-37210-1; 978-3-030-37211-8; 978-3-030-37212-5
DOI	10.1007/978-3-030-37210-1
Schlagwörter	Vergleichende Erziehungswissenschaft; Internationale Erziehung; Methodik; Curriculum; Geschichte (Histor); Historiografie; Historische Geschichtsdidaktik; Kulturgeschichte; Zivilisation
Abstract	"This handbook's comparative approach to examining history education and its excellent theoretical underpinning in terms of education theory, historiography, and the pedagogy of history combine to produce a sophisticated handbook that will benefit practitioners while stimulating further research in the field." -Stephen Morillo, Charles Boal Ewing Chair in Military History, United States Military Academy at West Point, USA "Based across and within local, national, and international contexts, this book will help to generate reflections on the links between research and professional development. The examples and discussions of innovative practice provide insights into the culture wars that underpin good work in history education for beginning and experienced professionals, researchers, and others." -Ian Davies, Professor of Education, University of York, UK "In a world where the politicized use and abuse of history education and social studies in the modern state has become a constantly changing phenomenon and where research knowledge in the field of history education is constantly developing, the editors of this volume gathered together a remarkably fine international team of authors who have produced a fresh, carefully organized, and educative collection of chapters in which they present their latest situation reports, analyses, and forecasts for the future." -Tony Taylor, Former Director of the National Centre for History Education, Australia 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. Contents: 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.
Erfasst von	Universitätsbibliothek der Humboldt-Universität zu Berlin
Update	2022/2