The Palgrave Handbook of History and Social Studies Education

The Palgrave Handbook of History and Social Studies Education
	Foreword: Interesting Times Have Interesting Pasts
	Contents
	List of Figures
	List of Tables
	Notes on Contributors
	Part I: Introduction
	Chapter 1: Introduction: History Education in Theory, Practice, and the Space in Between
		Scope and Content
		Features and Structure
		Best Practices in the Doing of History
		The Making of a History Teacher
		Changing Orientations: From Traditional History to Historical Thinking
		An Uncertain Future: History’s Place in the Curriculum
		Why International Contexts?
		Bibliography
	Part II: History Teaching and Learning in International Perspective
	Chapter 2: Social Studies Teachers’ Perspectives on the Differences Between Disciplinary History and School History
		Introduction
			Research on Social Studies Teachers’ Perspectives on History
			Significance of the Study
		Research Design
			Research Sample
			Methods of Data Collection and Analysis
		Research Findings
			Teachers’ Perspectives on Differences Between Disciplinary History and School History
			Teachers’ Perspectives on Differences Between Academic History Books and School History Textbooks
				Presentation of Information
			Teachers’ Perspectives on Differences Between History Teachers and Academic Historians
		Conclusion
		Discussion
		Bibliography
	Chapter 3: “But They Can’t Do That!” Practical Approaches to Engage South African Primary School Pupils in Historical Learning
		Introduction
		About Families
		Printed Text
		Games and Simulations
		Stories from Pictures
		What Characterizes These Approaches
		The Teacher
		Conclusion: But the Children Can’t Do That, Can They?
		Bibliography
	Chapter 4: Re-imagining History Teaching by Challenging National Narratives
		Introduction
		“Le Roman National”: A Socially and Culturally Constructed Narrative
		Why Teach History?
		Teaching History: Tensions Between Institutional Expectations and Educational Concerns
		Conclusion
		Bibliography
	Chapter 5: Improving Teachers’ Proficiency in Teaching Historical Thinking
		Introduction
		Dutch Approaches of Historical Thinking
		The Present History Curriculum: Combining Overview Knowledge and Historical Thinking
		Teacher Educators’ Efforts to Enhance Historical Thinking in the Classroom
		Historical Thinking and Reasoning in the Classroom
		Bridging the Gap Between Theory and Classroom Practice
			Historical Reasoning as a Core Component in a Four-Year Teacher Training Curriculum
			Engaging Preservice Teachers in Design Research Within Their Own Classroom Practice
			Analyzing Students’ Historical Reasoning in a Professional Development Program
		Discussion
		Bibliography
	Chapter 6: The Development and Progress of the ‘Source Method’ as a History Teaching Method: Practical Classroom Examples from Malta
		Introduction
		The Beginning of ‘The Source Method’
		Malta
		The Source Method in Malta
		Some Examples of Teaching History with Sources in Maltese History Classrooms
		Conclusion
		Bibliography
	Chapter 7: Form or Substance? Weighing Critical Skills Against Identity Narratives in History Education
		Introduction: Educators Seeking Defenses for History
		The ‘Form of Knowledge’ Approach as ‘New History’ in Education
		Investigation into the Promises and Deficits of the Approach to History as ‘a Form of Knowledge’
		Identity Narratives Reclaimed in the Name of Historical Consciousness
		Research into the Promises and Risks of Teaching ‘Historical Consciousness’
		Concluding Remarks: Weighing Form Against Substance in History Education
		Bibliography
	Part III: Teacher Education
	Chapter 8: Between Historical Consciousness and Historical Thinking: Swedish History Teacher Education in the 2000s
		Introduction
		New Demands on History Departments
		Swedish Discourse on History Didactics: A Foot in Both Camps
		History Didactics in Higher Education Syllabi
			Integration and Separation
			Course Literature: From Standard Textbooks to Scholarly Texts
			Correspondence Between Content, Literature, and Outcomes
		Conclusions
		Bibliography
	Chapter 9: Historical Thinking, Epistemic Cognition, and History Teacher Education
		Introduction
		The Historical Thinking Turn
			Implications of Competency-Based School Curricula for History Teacher Education
		The Need for Epistemic Cognition and Historical Consciousness
		Cultivating Epistemic Reflexivity in History Teacher Education
		Bibliography
	Chapter 10: More than a Methods Course: Teaching Preservice Teachers to Think Historically
		Theoretical Framework and Literature Review
			Theoretical Framework
			Review of Research Literature in History Teacher Education
		Research Methods
		Findings
			Description of Program, Course, and Students
			Preservice Teachers’ Beliefs About History and History Teaching
			Designing Historical Thinking Inquiry Activities
				Well-Designed Critical Challenge
				Effective Use of Primary and Secondary Sources
				Pedagogically Rich Learning Activities
				Balanced Assessment Strategies
		Discussion
		Conclusion
		Bibliography
	Chapter 11: The History Education Network: An Experiment in Knowledge Mobilization
		The Roots and Early Sprouting of THEN/HiER
		Infrastructure Establishment and Governance
			Executive Board
			Graduate Students
		Communication and Networking
			THEN/HiER Website
			Where Are They Now? Heather E. McGregor and History Education at uOttawa
			Other Vehicles for Communication and Networking
		Dissemination of Research
			Research Snapshots
			THEN/HiER Book Series
			Invited Symposia
			Panel Presentations
			Annual Regional Conferences
			Approaching the Past
			Visiting Doctoral Program
		Translating Research into Practice
			Small Project Grants
			Large Project Grants
			Teacher Resources
		Conclusion: The Legacy of THEN/HiER
		Appendices
			Appendix 1: Partner Organizations
			Appendix 2: Blogpost—Where Are They Now? Heather E. McGregor and History Education at uOttawa
			Appendix 3: Research Snapshots
			Appendix 4: Small Project Grants
		Bibliography
	Chapter 12: What History Should Schools Teach in a Postcolonial Context?: Reimagining Secondary School History Curriculum for Democratic Practice in Zimbabwe
		Introduction
		Background to the Zimbabwean Postcolonial State
		Methodological Approach
		Theoretical Framework: Rethinking the History Curriculum and the Postcolonial Nation-State
		History Curriculum in Colonial Zimbabwe
		In Search of a New History for the Zimbabwean Postcolonial State
		Orientations to School History: Beyond the Traditional and ‘New History’ Binary
			Traditional Approach
			Disciplinary Approach
			Critical Disciplinary History
		Toward a Pedagogy for Inclusive and Democratic Practice
		Conclusion
		Bibliography
	Part IV: National Curriculums, Reforms, and Reassessments
	Chapter 13: Québec’s History of Québec and Canada Ministerial Examination: A Tool to Promote Historical Thinking or a Hurdle to Hinder Its Inclusion?
		Québec and Canada History Curriculum, the Framework of Evaluation Document, and Ministerial Examination
			Québec and Canada History Curriculum
				The Origin of the New HQC Curriculum
				Goals and Structure of the HQC Curriculum
			Framework for the Evaluation of Learning
			Ministerial Examination in History
		Historical Thinking in Québec
		Historical Thinking and the HQC Curriculum
		How Should Historical Thinking Be Assessed?
		Breach in Coherence Found Between the HQC Curriculum and the Ministerial Examination
			Validity of Construct
			Validity of Content
			Answering Processes
			The Internal Structure of the Test
			The Consequences of Testing
		Conclusion
		Bibliography
	Chapter 14: From Knowing the National Past to Doing History: History (Teacher) Education in Flanders Since 1918
		Secondary School History Education and Its Patriotic, Civic, and Disciplinary Aspirations (1918–2018)
			History Education in the Inter-War Period: In the Service of the Nation
			History Education 1945–1970: From Patriotic to Democratic Citizenship Aims
			History Within the ‘Reformed Secondary Education’ (1970s–1980s): Existential Crisis
			History Education in Flanders Since 1990: Compulsory Subject Torn Between Civic and Disciplinary Ambitions
		Historical Thinking at the Center of Secondary School History Education (2019–)
			Situating Historical Phenomena in a Historical Frame of Reference
			Critical Reasoning with and About Historical Sources
			Come to Substantiated Historical Representations from Multiple Perspectives
			Reflect Upon and Interpret the Complex Relationship Between Past, Present, and Future
		Academic History Teacher Education Since 1918: From a History Course to a Research-Based Educational Master of History
		By Way of Conclusion: The Importance of Continuous Dialogue Between the Various Stakeholders in Education
		Bibliography
	Chapter 15: Dochum glóire Dé agus onóra na hÉireann: Revising History in Ireland
		Introduction: Good News, Bad News
		1830s–1900
		1900–1970s
		1970s–2000s
		Conclusion: Why a Conclusion Is Not Really Possible
		Bibliography
	Chapter 16: The Scottish Context: Making History in an “Understated Nation”
		History Teaching in Scotland Before 1993
		History in the 5–14 National Guidelines (1993–2008)
		History in Curriculum for Excellence (2008–Present)
		New Nationalism and Curriculum for Excellence
		Curriculum Change in Focus: Case Study 1—Heritage and Identity
		Curriculum Change in Focus: Case Study 2—Employability
		Curriculum in Focus: Case Study 3—Citizenship
		What Is the Picture in Schools?
		Conclusions
		Bibliography
	Chapter 17: Tracing Disciplinarity in the History Classroom: The Cases of Two Elementary School Teachers Amid Curriculum Change in the Republic of Cyprus
		Introduction
		Curriculum Change and Disciplinarity: What About History?
		History Education in Cyprus: A Matter of Identity
			The Recent Curriculum Change and History
		Research Design and Data Sources
		History Education Under Disciplinary (Un)Makings
		Stella’s Case: “Storying” History, Narrating Identity
			Blurring Disciplinary Boundaries to “Cover” History
			History for Constructing National Citizens
			Hints of Disciplinarity Within a “Best Story/Collective Memory” Approach
		Niki’s Case: Historical Disciplinarity-in-the-Making
			Guiding Students in Becoming Historians/Archeologists: Enacting a Disciplinary Approach
			Blurring Boundaries, Collapsing Disciplinarity
		Conclusion
		Bibliography
	Chapter 18: Why Does Changing the Orientation of History Teaching Take So Long? A Case Study from Finland
		Introduction
		The National Guidelines Are Disregarded
		The Shortcomings of Students’ Historical Thinking Skills, Shown Through the Assessment of Their Learning Outcomes
		New Curricula Differentiated by Descriptions of Content Areas
		Most Teachers Today Approve of the Disciplinary Approach
		Some Explanations for the Changes in Teachers’ Attitudes
		What Is the Future of History Education in Finland?
		Bibliography
	Part V: Difficult History, Future Directions and Possibilities in History Education
	Chapter 19: Historical Thinking, ‘Difficult Histories,’ and Māori Perspectives of the Past
		Introduction
		History Education and ‘The Treaty’
		Difficult Histories and the New Zealand Curriculum
		Historical Thinking and the High Autonomy Curriculum Model
			The Purpose of History and the Place of Content
		Bibliography
	Chapter 20: Reasonable Interpretations or Emotional Identification? Using Video Testimony in History Lessons
		Introduction
		Traditions of Cognition and Emotion in German History Education
		The Curricular Background to the Teaching of the Shoah in German Schools
		The Case Study: Background of the Educational Medium and the School Setting
		The Lessons
		Discussion
		Reasonable Interpretations
		Language
		Emotional Identification
		Conclusion
		Bibliography
	Chapter 21: To What Purpose? The Ends and Means of History Education in the Modern World
		Introduction
		Forty Years and Four Orientations Toward History Education
		Why Learn History? Purpose for Learning About the Past
			History as Collective Memory
			Disciplinary History
			Sociocultural History
			Postmodern/Critical History
			Civics and History Education Moving Forward
		What Kind of Citizen?
			History for Informed Citizenship
		Historical Thinking
			Critical History
			The Future of History Education
		Bibliography
	Chapter 22: The History You Don’t Know, and the History You Do: The Promise of Signature Pedagogies in History Education
		Into the Breach and Across the Great Divide
		What Are Signature Pedagogies?
		Toward Signature Pedagogies in History Education
		Conclusion
		Bibliography
	Chapter 23: Dynamic Literacies and Democracy: A Framework for Historical Literacy
		Introduction
		Background
			The Australian Curriculum Context
			National Histories in the Twenty-First Century: The Anzac Legend
				Citizenship in the Twenty-First Century
		Historical Consciousness and Citizenship
		Sociocultural Approaches to History
		Conclusion: Literacies in an Era of Democratic Uncertainty
		Bibliography
	Part VI: Conclusion
	Chapter 24: Conclusion: History Education, Nexus
		Bibliography
	Index