The Palgrave Handbook of History and Social Studies Education

"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.

Auteur

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.

Résumé

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.

Contenu

1. Introduction: History Education in Theory, Practice, and the Space in Between2. Social Studies Teachers' Perspectives on the Differences between Disciplinary History and School History3. 'But they can't do that!" Practical Approaches to Engage South African School Pupils in Historical Learning4. Re-imagining History Teaching by Challenging National Narratives5. Improving Teachers' Proficiency in Teaching Historical Thinking6. The Development and Progress of the 'Source Method' as a History Teaching Method: Practical Classroom Examples from Malta7. Form or Substance? Weighing critical skills against identity narratives in history education8. Between Historical Consciousness and Historical Thinking: Swedish History Teacher Education in the 2000s9. Historical Thinking, Epistemic Cognition, and History Teacher Education10. More than a Methods Course: Teaching preservice teachers to think historically11. The History Education Network: An Experiment in Knowledge Mobilization12. What History should Schools Teach in a Postcolonial Context?: Reimagining Secondary School History Curriculum for Democratic Practice in Zimbabwe13. Quebec's history of Quebec and Canada Ministerial Examination: A Tool to Promote Historical Thinking or a Hurdle to Hinder its Inclusion14. From Knowing the National Past to Doing History: History (Teacher) Education in Flanders since 191815. Dochum glóire Dé agus onóra na hÉireann: Revising History in Ireland16. 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 Cyprus18. Why Does Changing the Orientation of History Teaching Take So Long? A Case Study from Finland19. Historical Thinking, 'Difficult Histories' and Mori Perspectives of the Past20. Reasonable Interpretations or Emotional Identification? Using Video Testimony in History Lessons21. To What Purpose? The Ends and Means of History Education in the Modern World22. The History You Don't Know and the History You Do: The Promise of Signature Pedagogies in History Education23. Dynamic Literacies and Democracy: A Framework for Historical Literacy24. Conclusion: History Education, Nexus