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.
Table of Content
1. Introduction: History Education in Theory, Practice, and the Space in Between2. 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 Māori 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
About the author
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.
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