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Palgrave Handbook of Research in Historical Culture and Education

Historical Culture: Conceptualizing the Public Uses of History The Appeal of the Nation in History Education of Postcolonial Societies Reflections on History Learning and Teaching Educational Resources: Trends in Curricula, Textbooks, Museums and New Media Notes References Historical Culture: Conceptualizing the Public Uses of History History Writing and Constructions of National Space: The Long Dominance of the National in Modern European Historiographies Finding the Universal in the National. History Writing in the Age of the Enlightenments From Enlightened to Romantic Forms of History Writing Increasing Professionalisation and Nationalisation of History Writing After 1850 The Highpoint of Historiographical Nationalism During the First Half of the Twentieth Century Post-War: A Crisis of National History Writing in Europe?The State of National History Writing After the End of the Cold War Conclusion Notes References Historical Consciousness and Historical Thinking Historical Consciousness Historical Thinking Historical Consciousness and Historical Thinking: How the Traditions Intersect Historical Thinking and Historical Consciousness in Canada’s Historical Thinking Project Contemporary Challenges Conclusion: Is Historical Consciousness a Thing of the Past?References Historical Culture: A Concept Revisited Historical Culture: The History of a Concept Historical Culture: Three Levels of Analysis Historical Narratives and Performances of the Past Mnemonic Infrastructures Underlying Conceptions of History Conclusion Notes References Historical Rights to Land: How Latin American States Made the Past Normative and What Happened to History and Historical Education as a Result Historical Rights to Land: The Latin American Case Border Conflicts and Historical Culture Border Conflicts and the Teaching of History Back to Historical Culture Questioning the Relations Between History and Law Notes References ‘The Times They Are a-Changin’. On Time, Space and Periodization in History History and Modernity: The Changing Relations Between Pasts, Presents and Futures Historians and Modern Times: Historicism and Modernity Historical Times in Postmodernity Historical Times and Periodization Notes References Democracy and History Museums. Museo de America Democracy and the Museum Madrid’s Museo de America: Localization and Spatial Semantics The Internal Semantics Knowledge The Reality of America Society Religion Communication Difference and Conflict at MAM Notes References Illustrating National History Early Modern Paintings and the Long Nineteenth Century The Rise of Modern Subjects National Heroes Canonical Events Images for Whom?The Revolution in History Painting Six Modes of Representation Finally, nineteenth-century paintings include examples of a sixth mode that Art as a Means of Education Note References Film, the Past, and a Didactic Dead End: From Teaching History to Teaching Memory Two Golden Girls and a Divorce Film and the Historical Profession Historians, Film, and Classroom Didactics Film, Historiography, and Immersion Public History From Why to How Didactics of Modern Memory Layers of Film Memory Celebrities and an Upcoming Funeral?References Historical Edutainment: New Forms and Practices of Popular History?Public History, Applied History, Popular History Popular History Now and Then The World War I Centenary and Popular History Findings and Theses Notes References The Jurassic Park of Historical Culture Jurassic Park I Jurassic Park II Notes References The Appeal of the Nation in History Education of Postcolonial Societies Teaching National History to Young People Today The Example of Quebec Elsewhere in the World Fundamental Questions History and Living Together in Contemporary Nations Rigor and Relevance Despite all conclusions Rendering Complexity and Making Sense Critique of the Nation and National Cohesion Conclusion References Echoing National Narratives in English History Textbooks Textbook Research and National Narratives Evocative poems and their resonance in textbook narratives Schematic Narrative Templates in History Textbooks Concluding Remarks Notes References Colonial and Postcolonial Contexts of History Textbooks Historiographical Debates: Postcolonial Theory and New Imperial History Public Uses of History: Collective Memory and Politics of Remembrance Dissemination of Historical Ideas: History at School— Curricula and Textbooks Conclusion: Colonial and Postcolonial Contexts of History Textbooks Notes References History in French Secondary School: A Tale of Progress and Universalism or a Narrative of Present Society?Teaching History for Universalistic Values A Narrative of Progress and Modernity Between “Our” History and “Their” History: Openness and Ethnocentrism The Difficult Issue of Youths’ Collective Identities Conclusion Notes References National Narratives and the Invention of Ethnic Identities: Revisiting Cultural Memory and the Decolonized State in Morocco Inventing Ethnic Identities in the Colonial Maghreb Memory and (de)colonization in the Maghreb Modernization and History Education in the Maghreb Arabs and Berbers in History Textbooks Activism and Contemporary Challenges Conclusion References Constructing Identity and Power in History Education in Ukraine: Approaches to Formation of Peace Culture How Does History Education Construct Meanings of National Identity and Power?The Functioning of Mythic Narratives History Education in Ukraine Dual Identity Group Pro-Soviet Group Pro-Ukrainian Group Multicultural Group Mechanisms of Interpretation Developing a Culture of Peace in History Education Conclusion Notes References Postcolonial Discourses and Teaching National History. The History Educators’ Attempts to Overcome Colonialism in the Republic of Korea Construction of Korean National Histories Nationalism and the Construction of National Histories in the Late Japanese Colonial Discourse and 'Korea’s Autonomous Development’Developmentalist Nationalism and ‘Overcoming National Crises’Minjung Nationalism and 'Minjung’s Struggle’Postcolonialists’ Criticism of the Eurocentric Nature of Korean History Postnationalists’ Criticism of Nation and Nationalist Historiography Dilemma in Teaching Japanese Colonialism with a Postnational Approach National Solidarity to Resist Global Capitalism Teaching History with Postcolonial Consciousness The Possibility of Overcoming Eurocentrism/Colonialism Postcolonial Consciousness in History Education Restructuring School Histories Teaching Complex Processes of Identity Formation References History for Nation-Building: The Case of Greece and Turkey Similarities: Constructing the Past and Reactions to Historiographies The 1970s The 1980s The 1990s After 2000 An Assessment and Looking Ahead to the Future Coping with Ethnocentrism During History Teaching Notes References Conflicting Narratives about the Argentinean ‘Conquest of the Desert’: Social Representations, Cognitive Polyphasia, and Nothingness Acquiring Knowledge About the Past of a Group: Sociogenesis and Ontogenesis of SR of History Power Disputes in Constituting National Collective Memory Note References After Empire: The Politics of History Education in a Post-Colonial World The Politics of the ‘History Wars’Teaching the Nation-State After Empire Amnesia, Melancholia and the Legacies of Empire Post-Colonial ‘Anamnesis’ and the Challenges of Revisionism Conclusions References III Reflections on History Learning and Teaching What to Teach in History Education When the Social Pact Shakes?History Teaching and Identity Identity and the Nation-State: A Delicate Relationship What Kind of History to Teach in Fluid Times?What Skills to Teach in History Education?History, For Whom?History of What, History of Whom?Goals and Contents of History Education When the Social Pact Shakes References The Power of Story: Historical Narratives and the Construction of Civic Identity Reframing Civic Engagement: The Emergence of ‘New Civics’The Roles of History Education in Civic Education A Sociocultural Framework The Domain of Dialogic Interaction and Scaffolding The Domain of Individual Cognitive Processes, Identities and Subjectivity The Core Processes of Meaning-Making and Civic Identity Construction Civic Engagement as a Cultural Process: An Example Conclusion References Shared Principles in History and Social Science Education Perspective Causation Agency Evidence Concepts Conclusions Note References Concept Acquisition and Conceptual Change in History The Need to Build Concepts and Theories Characteristics of Intuitive Concepts The Process of Conceptual Change Concepts Embedded in Historical Narratives: Relevant Characteristics for Conceptual Change Conceptual Change in History Conclusions Notes References Social Representations of the Past and Competences in History Education Social Representations and Education: Anchoring, Objectification and Cognitive Polyphasia as Basic Processes Social Representations of History and History Education: Is There a Gap?Identifying Biases in the Perceptions of History Biases in Understanding Historical Significance Westernization of History War Centrality Sociocentrism Anchoring in Social Change Normative Bias Understanding of Historical Continuity and Change Circular and Rise and Fall View Linear-Progressive View Positivistic Bias Biases in Identifying Causes and Consequences in History Versus Historical Conscientiousness and Perspective-Taking Religious Perspective “Great Men” Perspective Romantic Perspective Technology- and Science-Oriented Perspective Conclusions and Implications: SR of History Influence Political Attitudes and Culture Guidelines for Teaching to Understand Historical Significance Guidelines for Teaching to Understand Continuity and Change Guidelines for Teaching Historical Consciousness and Perspective-Taking Final Outlook References Teaching History Master Narratives: Fostering Imagi-Nations Narrative Thought and Its Development Narrative Mediation in Learning History Historical Narratives as Imaginations Dimensions of National Historical Narratives National Historical Narratives Origins and Educational Implications Conclusion References Organizing the Past: Historical Accounts, Significance and Unknown Ontologies Understanding Is Not an All-or-Nothing Achievement Some Particular Second-Order Concepts Cause Accounts Some Studies on Accounts and Significance Historical Accounts. Students’ Conceptions and a Tentative Model of Progression Significance Within Accounts Frameworks of the Past Possible Research Questions for the Future Possible Implications for Teaching Notes References Historical Reading and Writing in Secondary School Classrooms Historians’ Reading and Writing Norms What Historians Read and Write How Historians Read and Write Why Historians Read and Write Reconceptualized Secondary History Classrooms Secondary Students’ Responses to Instruction on Historical Reading and Writing What Students Do With Historical Texts Without Instruction Historical Reading Instruction Historical Writing Instruction Students in a Historian-Like Discourse Community Suggestions for Future Research References Engaging Students in Historical Reasoning: The Need for Dialogic History Education Historical Reasoning in the Classroom Dialogic Teaching Examples of Dialogic History Teaching Opening Up the Dialogue Deeping the Dialogue Widening the Dialogue Conclusion References IV Educational Resources: Trends in Curricula, Textbooks, Museums and New Media Bridging the Gap. Comparing History Curricula in History Teacher Education in Western Countries Scientific Research on History Curricula in the West Facing the Gap: How Is Curricular Theory Brought into Practice?Filling the Gap? Curricular Competence of Future History Teachers as a New Field for History- Didactical Research on History Curricula Conclusion References Cultural Wars and History Textbooks in Democratic Societies Textbooks and History Education The Conciliatory Tradition The Critical Tradition Three Case Studies in Contestability and Controversy in the Use of Textbooks The Pluralist System: Australia The Approved System: The United States The Endorsed System: The Russian Federation Conclusion Note References Trends and Issues Surrounding the Reading of Historical Texts in the Republic of Korea Textbook Policy and History Education in Korea A Brief Historical Background of the Textbook Controversy Relevant Influential Factors on Korean History Education Changing Perspectives on Using and Reading History Textbooks Major Trends in Textbook Research The Alternative Textbook Historical Thinking and Reorientation of Reading Historical Texts Too Much Expectation? Reconsidering Debates on Historical Thinking Critical Reading and the Deconstruction of Textbooks Future Research Directions Conclusion Notes References History Education Reform in Twenty-First Century China History in the Context of Education Curriculum Reform Textbook Reform Textbook System Reform Conclusion Notes References Tools in Teaching Recent Past Conflicts: Constructing Textbooks Beyond National Borders Collections of Sources Joint Recommendations on Textbooks Dual Construction of History Textbooks Binational Guides for Teachers Conventional/ Curricular Binational Textbooks Joint Supplementary History Textbooks Conclusion Notes References Emotional, Moral, and Symbolic Imagery of Modern History Textbooks Research Outline and the Proposed Terminology Research Relevance and Symbolism Definition of Emotives and Approaches to Their Study in History Textbooks Research Purpose, Methods, and Textbooks Used Data Analysis, Findings, and Discussion Redefinition of Historical Figures Examination of Particular Textual Representations Interpretation of Non-textual Visual Symbols Selection of Photos to Include in Textbooks Conclusion Notes References Educational Websites on the Memory of Slavery in Europe: The Ongoing Challenge of History Teaching Questioning National Narratives and the Growth of Public Interest The Rise of a Critical Approach in History Teaching and the Media Revolution Educational Websites on Slavery: The Dutch-English Case Concluding Remarks Note References Social Media, New Technologies and History Education New Technologies, Social Media and the Dangers Posed to Public History New Technologies and Social Media: A Historical Education for the Twenty-First Century ‘Building learning packages’. (Walsh, 2003)Social Media and Communities of Practice Social Media and ‘Impact' Resources Social Media and Dialogic Learning Conclusions Notes References The Never-ending Story About Heritage and Museums: Four Discursive Models From Monumental Heritage to Patrimonial Process What Is a Museum Discourse Model?A Proposal for Analyzing Museum Discourse Models Descriptive Models: From Exclusive Heritage to Selective Heritage Explanatory Models: From Interpretative Heritage to Comprehensive Heritage Narrative Models: From Communication Heritage to Immersive Heritage Participatory Models: From Community Heritage to Social Heritage Epilogue: Is Too Much Being Asked of Heritage?Notes References

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Critical Reflection on Global Mental Health: The Contribution of The Palgrave Handbook of Sociocultural Perspectives on Global Mental Health
To avoid the risk of becoming a hegemonic approach, it is important that advocates for GMH engage in critical reflection about the costs and benefits of global initiatives aimed at addressing mental health difficulties. As Patel (2014) states: ‘Self-reflection is essential to the improvement of the...
(The Palgrave Handbook of Sociocultural Perspectives on Global Mental Health)
COMPARATIVE RESEARCH—THE SIX CULTURE STUDY
Broad, general coding schemes are particularly useful for comparative research. Whether you’re comparing sessions of psychotherapy groups, interaction sessions in laboratory experiments, or the natural behavior of people in field studies, using a common coding scheme really pays off because you can...
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Applying the PASSION Research: Developing a Culture of intention
Passion Is More Important Than Employee Engagement Passion is different from—and more important than—engagement, according to a 2014 report from Deloitte’s Center for the Edge. “Employee engagement is typically defined,” the report says, “by how happy workers are with their work setting,...
(PROPEL to quality healthcare : six steps to improve patient care, staff engagement, and the bottom line)
Applying RELATIONSHIP Research: Developing a Culture of Progress
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(PROPEL to quality healthcare : six steps to improve patient care, staff engagement, and the bottom line)
Applying OPTIMISM Research: Developing a Culture of influence
There is a tool PROPEL teams have found to be extraordinarily effective in getting their coworkers engaged: the six sources of influence. The research supporting this model demonstrates that effective influencers rely on six different sources to drive change. They are 10 times more likely to succeed...
(PROPEL to quality healthcare : six steps to improve patient care, staff engagement, and the bottom line)
Applying PROACTIVITY Research: Developing a Culture of Engagement
In a study of nearly 20,000 employees from seven different industries, including healthcare, the Corporate Leadership Council found a profound impact on performance when organizations systematically emphasize strengths.16 When annual reviews specifically examined an individual’s use of personal strengths,...
(PROPEL to quality healthcare : six steps to improve patient care, staff engagement, and the bottom line)
Applying ENERGY Renewal Research: Developing a Culture of Abundance
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(PROPEL to quality healthcare : six steps to improve patient care, staff engagement, and the bottom line)
Applying LEGACY Research: Developing a Culture of Psychological Safety
Organizations that make a meaningful difference in people’s lives create a culture of psychological safety. Employees in such organizations believe that they can respectfully express their thoughts, feelings, and suggestions without fear of reprisal. Harvard Professor Amy Edmondson has demonstrated...
(PROPEL to quality healthcare : six steps to improve patient care, staff engagement, and the bottom line)
Historical, Cultural and Personal Context Influence Attitudes to Dementia
Geiger’s and Toledano’s positive presentations may well be rooted in the men’s upbringing in an environment that values the extended family - Geiger grew up in a remote village in the Austrian mountains, while Toledano was shaped by a Mediterranean, family-oriented education. This view is in tune...
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Historical Culture: Conceptualizing the Public Uses of History
The first part of this handbook covers historiographical debates, theoretical perspectives, historical concepts and selected historical genres. Professional historians are not necessarily the ones who “do” history education nor are they naturally the ones who set the tone in history education (on...
(Palgrave Handbook of Research in Historical Culture and Education)