Palgrave Handbook of Research in Historical Culture and Education

Historical Culture: Conceptualizing the Public Uses of HistoryThe Appeal of the Nation in History Education of Postcolonial SocietiesReflections on History Learning and TeachingEducational Resources: Trends in Curricula, Textbooks, Museums and New MediaNotesReferencesHistorical Culture: Conceptualizing the Public Uses of HistoryHistory Writing and Constructions of National Space: The Long Dominance of the National in Modern European HistoriographiesFinding the Universal in the National. History Writing in the Age of the EnlightenmentsFrom Enlightened to Romantic Forms of History WritingIncreasing Professionalisation and Nationalisation of History Writing After 1850The Highpoint of Historiographical Nationalism During the First Half of the Twentieth CenturyPost-War: A Crisis of National History Writing in Europe?The State of National History Writing After the End of the Cold WarConclusionNotesReferencesHistorical Consciousness and Historical ThinkingHistorical ConsciousnessHistorical ThinkingHistorical Consciousness and Historical Thinking: How the Traditions IntersectHistorical Thinking and Historical Consciousness in Canada’s Historical Thinking ProjectContemporary ChallengesConclusion: Is Historical Consciousness a Thing of the Past?ReferencesHistorical Culture: A Concept RevisitedHistorical Culture: The History of a ConceptHistorical Culture: Three Levels of AnalysisHistorical Narratives and Performances of the PastMnemonic InfrastructuresUnderlying Conceptions of HistoryConclusionNotesReferencesHistorical Rights to Land: How Latin American States Made the Past Normative and What Happened to History and Historical Education as a ResultHistorical Rights to Land: The Latin American CaseBorder Conflicts and Historical CultureBorder Conflicts and the Teaching of HistoryBack to Historical CultureQuestioning the Relations Between History and LawNotesReferences‘The Times They Are a-Changin’. On Time, Space and Periodization in HistoryHistory and Modernity: The Changing Relations Between Pasts, Presents and FuturesHistorians and Modern Times: Historicism and ModernityHistorical Times in PostmodernityHistorical Times and PeriodizationNotesReferencesDemocracy and History Museums. Museo de AmericaDemocracy and the MuseumMadrid’s Museo de America: Localization and Spatial SemanticsThe Internal SemanticsKnowledgeThe Reality of AmericaSocietyReligionCommunicationDifference and Conflict at MAMNotesReferencesIllustrating National HistoryEarly Modern Paintings and the Long Nineteenth CenturyThe Rise of Modern SubjectsNational HeroesCanonical EventsImages for Whom?The Revolution in History PaintingSix Modes of RepresentationFinally, nineteenth-century paintings include examples of a sixth mode thatArt as a Means of EducationNoteReferencesFilm, the Past, and a Didactic Dead End: From Teaching History to Teaching MemoryTwo Golden Girls and a DivorceFilm and the Historical ProfessionHistorians, Film, and Classroom DidacticsFilm, Historiography, and ImmersionPublic HistoryFrom Why to HowDidactics of Modern MemoryLayers of Film MemoryCelebrities and an Upcoming Funeral?ReferencesHistorical Edutainment: New Forms and Practices of Popular History?Public History, Applied History, Popular HistoryPopular History Now and ThenThe World War I Centenary and Popular HistoryFindings and ThesesNotesReferencesThe Jurassic Park of Historical CultureJurassic Park IJurassic Park IINotesReferencesThe Appeal of the Nation in History Education of Postcolonial Societies Teaching National History to Young People TodayThe Example of QuebecElsewhere in the WorldFundamental QuestionsHistory and Living Together in Contemporary NationsRigor and RelevanceDespite all conclusionsRendering Complexity and Making SenseCritique of the Nation and National CohesionConclusionReferencesEchoing National Narratives in English History TextbooksTextbook Research and National NarrativesEvocative poems and their resonance in textbook narrativesSchematic Narrative Templates in History TextbooksConcluding RemarksNotesReferencesColonial and Postcolonial Contexts of History TextbooksHistoriographical Debates: Postcolonial Theory and New Imperial HistoryPublic Uses of History: Collective Memory and Politics of RemembranceDissemination of Historical Ideas: History at School— Curricula and TextbooksConclusion: Colonial and Postcolonial Contexts of History TextbooksNotesReferencesHistory in French Secondary School: A Tale of Progress and Universalism or a Narrative of Present Society?Teaching History for Universalistic ValuesA Narrative of Progress and ModernityBetween “Our” History and “Their” History: Openness and EthnocentrismThe Difficult Issue of Youths’ Collective IdentitiesConclusionNotesReferencesNational Narratives and the Invention of Ethnic Identities: Revisiting Cultural Memory and the Decolonized State in MoroccoInventing Ethnic Identities in the Colonial MaghrebMemory and (de)colonization in the MaghrebModernization and History Education in the MaghrebArabs and Berbers in History TextbooksActivism and Contemporary ChallengesConclusionReferencesConstructing Identity and Power in History Education in Ukraine: Approaches to Formation of Peace CultureHow Does History Education Construct Meanings of National Identity and Power?The Functioning of Mythic NarrativesHistory Education in UkraineDual Identity GroupPro-Soviet GroupPro-Ukrainian GroupMulticultural GroupMechanisms of InterpretationDeveloping a Culture of Peace in History EducationConclusionNotesReferencesPostcolonial Discourses and Teaching National History. The History Educators’ Attempts to Overcome Colonialism in the Republic of KoreaConstruction of Korean National HistoriesNationalism and the Construction of National Histories in the LateJapanese 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 HistoryPostnationalists’ Criticism of Nation and Nationalist HistoriographyDilemma in Teaching Japanese Colonialism with a Postnational ApproachNational Solidarity to Resist Global CapitalismTeaching History with Postcolonial ConsciousnessThe Possibility of Overcoming Eurocentrism/ColonialismPostcolonial Consciousness in History EducationRestructuring School HistoriesTeaching Complex Processes of Identity FormationReferencesHistory for Nation-Building: The Case of Greece and TurkeySimilarities: Constructing the Past and Reactions to HistoriographiesThe 1970sThe 1980sThe 1990sAfter 2000An Assessment and Looking Ahead to the FutureCoping with Ethnocentrism During History TeachingNotesReferencesConflicting Narratives about the Argentinean ‘Conquest of the Desert’: Social Representations, Cognitive Polyphasia, and NothingnessAcquiring Knowledge About the Past of a Group: Sociogenesis and Ontogenesis of SR of HistoryPower Disputes in Constituting National Collective MemoryNoteReferencesAfter Empire: The Politics of History Education in a Post-Colonial WorldThe Politics of the ‘History Wars’Teaching the Nation-State After EmpireAmnesia, Melancholia and the Legacies of EmpirePost-Colonial ‘Anamnesis’ and the Challenges of RevisionismConclusionsReferencesIII Reflections on History Learning and Teaching What to Teach in History Education When the Social Pact Shakes?History Teaching and IdentityIdentity and the Nation-State: A Delicate RelationshipWhat 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 ShakesReferencesThe Power of Story: Historical Narratives and the Construction of Civic IdentityReframing Civic Engagement: The Emergence of ‘New Civics’The Roles of History Education in Civic EducationA Sociocultural FrameworkThe Domain of Dialogic Interaction and ScaffoldingThe Domain of Individual Cognitive Processes, Identities and SubjectivityThe Core Processes of Meaning-Making and Civic Identity ConstructionCivic Engagement as a Cultural Process: An ExampleConclusionReferencesShared Principles in History and Social Science EducationPerspectiveCausationAgencyEvidenceConceptsConclusionsNoteReferencesConcept Acquisition and Conceptual Change in HistoryThe Need to Build Concepts and TheoriesCharacteristics of Intuitive ConceptsThe Process of Conceptual ChangeConcepts Embedded in Historical Narratives: Relevant Characteristics for Conceptual ChangeConceptual Change in HistoryConclusionsNotesReferencesSocial Representations of the Past and Competences in History EducationSocial Representations and Education: Anchoring, Objectification and Cognitive Polyphasia as Basic ProcessesSocial Representations of History and History Education: Is There a Gap?Identifying Biases in the Perceptions of HistoryBiases in Understanding Historical SignificanceWesternization of HistoryWar CentralitySociocentrismAnchoring in Social ChangeNormative BiasUnderstanding of Historical Continuity and ChangeCircular and Rise and Fall ViewLinear-Progressive ViewPositivistic BiasBiases in Identifying Causes and Consequences in History Versus Historical Conscientiousness and Perspective-TakingReligious Perspective“Great Men” PerspectiveRomantic PerspectiveTechnology- and Science-Oriented PerspectiveConclusions and Implications: SR of History Influence Political Attitudes and CultureGuidelines for Teaching to Understand Historical SignificanceGuidelines for Teaching to Understand Continuity and ChangeGuidelines for Teaching Historical Consciousness and Perspective-TakingFinal OutlookReferencesTeaching History Master Narratives: Fostering Imagi-NationsNarrative Thought and Its DevelopmentNarrative Mediation in Learning HistoryHistorical Narratives as ImaginationsDimensions of National Historical NarrativesNational Historical Narratives Origins and Educational ImplicationsConclusionReferencesOrganizing the Past: Historical Accounts, Significance and Unknown OntologiesUnderstanding Is Not an All-or-Nothing AchievementSome Particular Second-Order ConceptsCauseAccountsSome Studies on Accounts and SignificanceHistorical Accounts. Students’ Conceptions and a Tentative Model of ProgressionSignificance Within AccountsFrameworks of the PastPossible Research Questions for the FuturePossible Implications for TeachingNotesReferencesHistorical Reading and Writing in Secondary School ClassroomsHistorians’ Reading and Writing NormsWhat Historians Read and WriteHow Historians Read and WriteWhy Historians Read and WriteReconceptualized Secondary History ClassroomsSecondary Students’ Responses to Instruction on Historical Reading and WritingWhat Students Do With Historical Texts Without InstructionHistorical Reading InstructionHistorical Writing InstructionStudents in a Historian-Like Discourse CommunitySuggestions for Future ResearchReferencesEngaging Students in Historical Reasoning: The Need for Dialogic History EducationHistorical Reasoning in the ClassroomDialogic TeachingExamples of Dialogic History TeachingOpening Up the DialogueDeeping the DialogueWidening the DialogueConclusionReferencesIV Educational Resources: Trends in Curricula, Textbooks, Museums and New MediaBridging the Gap. Comparing History Curricula in History Teacher Education in Western CountriesScientific Research on History Curricula in the WestFacing 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 CurriculaConclusionReferencesCultural Wars and History Textbooks in Democratic SocietiesTextbooks and History EducationThe Conciliatory TraditionThe Critical TraditionThree Case Studies in Contestability and Controversy in the Use of TextbooksThe Pluralist System: AustraliaThe Approved System: The United StatesThe Endorsed System: The Russian FederationConclusionNoteReferencesTrends and Issues Surrounding the Reading of Historical Texts in the Republic of KoreaTextbook Policy and History Education in KoreaA Brief Historical Background of the Textbook ControversyRelevant Influential Factors on Korean History EducationChanging Perspectives on Using and Reading History TextbooksMajor Trends in Textbook ResearchThe Alternative TextbookHistorical Thinking and Reorientation of Reading Historical TextsToo Much Expectation? Reconsidering Debates on Historical ThinkingCritical Reading and the Deconstruction of TextbooksFuture Research DirectionsConclusionNotesReferencesHistory Education Reform in Twenty-First Century ChinaHistory in the Context of EducationCurriculum ReformTextbook ReformTextbook System ReformConclusionNotesReferencesTools in Teaching Recent Past Conflicts: Constructing Textbooks Beyond National BordersCollections of SourcesJoint Recommendations on TextbooksDual Construction of History TextbooksBinational Guides for TeachersConventional/ Curricular Binational TextbooksJoint Supplementary History TextbooksConclusionNotesReferencesEmotional, Moral, and Symbolic Imagery of Modern History TextbooksResearch Outline and the Proposed TerminologyResearch Relevance and SymbolismDefinition of Emotives and Approaches to Their Study in History TextbooksResearch Purpose, Methods, and Textbooks UsedData Analysis, Findings, and DiscussionRedefinition of Historical FiguresExamination of Particular Textual RepresentationsInterpretation of Non-textual Visual SymbolsSelection of Photos to Include in TextbooksConclusionNotesReferencesEducational Websites on the Memory of Slavery in Europe: The Ongoing Challenge of History TeachingQuestioning National Narratives and the Growth of Public InterestThe Rise of a Critical Approach in History Teaching and the Media RevolutionEducational Websites on Slavery: The Dutch-English CaseConcluding RemarksNoteReferencesSocial Media, New Technologies and History EducationNew Technologies, Social Media and the Dangers Posed to Public HistoryNew Technologies and Social Media: A Historical Education for the Twenty-First Century‘Building learning packages’. (Walsh, 2003)Social Media and Communities of PracticeSocial Media and ‘Impact' ResourcesSocial Media and Dialogic LearningConclusionsNotesReferencesThe Never-ending Story About Heritage and Museums: Four Discursive ModelsFrom Monumental Heritage to Patrimonial ProcessWhat Is a Museum Discourse Model?A Proposal for Analyzing Museum Discourse ModelsDescriptive Models: From Exclusive Heritage to Selective HeritageExplanatory Models: From Interpretative Heritage to Comprehensive HeritageNarrative Models: From Communication Heritage to Immersive HeritageParticipatory Models: From Community Heritage to Social HeritageEpilogue: Is Too Much Being Asked of Heritage?NotesReferences
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