Teaching history for the contemporary world : tensions, challenges and classroom experiences in higher education

Foreword
Acknowledgements
Contents
Contributors
1 Teaching History for the Contemporary World: An Introduction
	1.1 Introduction
	1.2 The Past Within the Present
	1.3 The Lessons of Women’s History
	1.4 The Myth of Objectivity and the Reality of Positioning
	1.5 Contemporary Concerns
	1.6 Relevance or Activism?
	1.7 The Contribution of this Collection
	1.8 Conclusion
	References
Part I In the Academy
2 The Profession: Some Thoughts on Western Civilisation
	References
3 Decolonising the Curriculum: Contexts and Strategies
	References
4 The Students: Foregrounding Difference
	4.1 Introduction
	4.2 The Classroom as a ‘Safe Space’?
	4.3 ‘Safe Space’ and the History Classroom
	4.4 Conclusion
	References
5 Student Voice: Weaponised History: How the Far-Right Uses the Participatory Web to Appropriate History
	5.1 Introduction
	5.2 Computational Propaganda, Search Algorithms and Bad History: How the Far-Right Uses the Participatory Web to Their Advantage
	5.3 The Power of Scholarly Blogs: Eidolon and Pharos
	5.4 Conclusion
	References
6 Identity: Being Aboriginal in the Academy: ‘It\'s an Identity Thing\'
	6.1 Introduction
	References
Part II How to Teach for the Contemporary World
7 Digital History: The Globally Unequal Promise of Digital Tools for History: UK and Colombia’s Case Study
	7.1 Introduction
	7.2 The Example of Alumni Oxonienses
	7.3 Digital Resources not in Britain
	7.4 Colombia
	7.5 Conclusion
	References
8 Study Tours: History Studies Abroad as an Exploration of Points of Departure in a Zone of Improximal Development
	8.1 Introduction
	8.2 Personal Note
	8.3 Historical Note
	8.4 Educational Note
	References
9 Positioning: Making Use of Post-qualitative Research Practices
	9.1 Prologue
	9.2 Theoretical Underpinnings
		9.2.1 Nomadic Inquiry
		9.2.2 Affect (Flows, Assemblages and Pedagogies)
		9.2.3 Diffraction
	9.3 Performance
	9.4 The Methodology
	9.5 Pedagogical Application
	9.6 Epilogue
	References
Part III What to Teach for the Contemporary World
10 Gender and Intersectionality
	10.1 Introduction
	10.2 Feminist Thought, Pedagogical Practice and the Contemporary World
	10.3 Classroom Dynamics
	10.4 ‘Decolonizing’ and ‘Diversity’ for Histories of Sexuality and Gender
	10.5 Pastoral Care and Emotional Labour
	References
11 Teaching About War and Genocide
	11.1 Introduction
	11.2 Living and Contributing to a Changing Historiography
	11.3 Research-Driven Teaching Agenda
	11.4 Students as Historians of Difficult Pasts
	11.5 A New Methodology for a New Generation: Difficult Histories in Film
	11.6 A Moral Education—Theirs and Mine
	11.7 Conclusion
	References
12 Environmental History: Teaching in a Time of Crisis
	References
13 Citizenship and History
	13.1 Introduction
	13.2 Teaching Us About the World and Its Processes
	13.3 Problem-Solving and Flexibility
	13.4 History Beyond the Ivory Tower
	13.5 Good Citizens
	13.6 Conclusion
	References
14 Pandemic
	14.1 Introduction
	14.2 Teaching During a Pandemic
	14.3 Learning with History
	14.4 Overcoming Isolation in Online Teaching
	14.5 Conclusion
	References
Part IV Beyond the Academy
15 Workforce Preparation and Employability
	15.1 Introduction
	15.2 Employability
	15.3 Student Diversity
	15.4 Student-Centred and Authentic Learning
	15.5 Work-Integrated Learning and Service Learning
	15.6 Conclusion
	References
16 What Really Matters: A History Education for Human Possibility
	16.1 Introduction
	16.2 Pedagogic Rights and Capabilities
	16.3 Personal Enhancement: Bernstein’s First Pedagogic Right
	16.4 Social Inclusion: Bernstein’s Second Pedagogic Right
	16.5 Participation: Bernstein’s Third Pedagogic Right: ‘To Participate in the Procedures Whereby Order is Constructed, Maintained and Changed’ (2000, ix).
	16.6 Conclusion
	References
17 In and Beyond the Now: A Postscript
	References