History Education

Shay, S. (2011) Curriculum formation: A case study from History, Studies in Higher Education, 36(3): 315-329.

by Legitimation Code Theory

For papers by Karl Maton, go to: more For papers by Karl Maton, go to: http://usyd.academia.edu/KarlMaton

For more information on LCT, including papers, PhDs, recorded lectures, meetings, research groups, etc, go to: http://www.legitimationcodetheory.com/

History Teaching, Imperialism and Decolonization in the Anglo-Egyptian Sudan (1945-1958)

by Iris Seri-Hersch

PhD dissertation defended on May 17, 2012 at Aix-Marseille Université. Written in French.

Situating the Anglo-Egyptian Sudan in the wider frame of British imperial history, this dissertation investigates... more Situating the Anglo-Egyptian Sudan in the wider frame of British imperial history, this dissertation investigates school history in late colonial Sudan. Didactic materials, prescribed contents and pedagogic practices are analyzed against the background of five major developments of the 1945-1953 period: the shifting of British imperialism in Africa towards “paternalist-progressive” policies aiming at preparing colonial peoples for self-government; the polarization of British and Egyptian positions on the Sudanese issue; mounting rivalries between the independentist and unionist wings of Sudanese nationalism; the hasty unification of Northern and Southern Sudan after more than half a century of separate rule; and Northern Sudanese policies of Arabization and Islamization in the South as a tool for achieving “national unification”.
In a second part, the innovative character of post-WWII history teaching in Sudan is assessed by examining earlier patterns of Sudanese school history. History teaching in late colonial Sudan is then compared with history teaching in other territories of the (ex-)Empire (Uganda, North Rhodesia, Nigeria, Egypt, India, Great Britain). Two central postcolonial issues are further explored, namely the decolonization of school historical narratives after independence (1956) and the role of history teaching in fuelling the North-South conflict in Sudan.

EDUCATION 2.0 - CROSSING BORDERS WITH MOODLE. Conference Report

by KGD Konferenz für Geschichtsdidaktik

EDUCATION 2.0 - CROSSING BORDERS WITH MOODLE

Conference Report
Saarbücken 2012, Jan. 31

Authors:
Daniel Bernsen, Pädagogisches Landesinstitut, Rheinland-Pfalz
Alexander König, Landesinstitut für Pädagogik und Medien, Saarland

Writing the history of the victors? Discourse, social change and (radical) democracy.

by Felicitas Macgilchrist

Macgilchrist, F., & van Praet, E. (2013/in press). Writing the history of the victors? Discourse, social change and (radical) democracy.
In: Journal of Language and Politics.

Recently, interest in radical democracy and communism has increased dramatically among cultural theorists. This paper... more Recently, interest in radical democracy and communism has increased dramatically among cultural theorists. This paper draws attention to two other fields in which a similar shift is visible. First, popular scholarly writing on communism, anarchism and socialism. Second, curricular materials for history teaching. Drawing on ethnographic field work at an educational publishers in Germany, the paper analyses the production of a history textbook. Analysis identifies ambiguities and tensions in the way forms of political organisation and practice are discussed and changes made. One change involves the subtle revalorization of the 1918 revolution and the early days of the Weimar Republic, which could be considered an attempt at shaping a ‘radical democracy’. The study contributes to emerging work on discourse and social change which aims to not only critique dominant discourse but also explore fissures in hegemonic formations. By analysing the production of these history materials, we explore competing discursive possibilities – ways of understanding and enacting democracy – circulating today.

Key words: history, democracy, textbooks, discourse analysis, ethnography, editorial meetings, political theory

«ΜΙΑ ΚΥΡΙΑΚΗ ΣΤΗΝ ΚΝΩΣΟ»: Η ΝΟΗΜΑΤΟΔΟΤΗΣΗ ΤΩΝ ΜΙΝΩΙΚΩΝ ΕΥΡΗΜΑΤΩΝ ΑΠΟ ΤΟ Ν. ΚΑΖΑΝΤΖΑΚΗ ΚΑΙ Η ΧΡΗΣΗ ΤΗΣ ΣΤΗ ΣΥΓΧΡΟΝΗ ΕΚΠΑΙΔΕΥΣΗ

by Kosmas Touloumis

ΙΑ' Διεθνές Κρητολογικό Συνέδριο (Οκτώβριος 2011)

EDUCATION - Call for Papers

by Robert Parkes

Call for papers for special issue of the journal EDUCATION (Basel), edited by Dr Robert J. Parkes and Professor Monika... more Call for papers for special issue of the journal EDUCATION (Basel), edited by Dr Robert J. Parkes and Professor Monika Vinterek. Submissions due by 1 September 2012.

Orta Asya Türk Tarihi Öğretiminde Karşılaşılan Sorunlar Üzerine Bir Değerlendirme

by Mustafa Gökçe

more http://turkishstudies.net/DergiDetay.aspx?ID=2508&Detay=Abstract
An Assessment on Problems Faced in Teaching the History of Central Asian Turks
The scaling factors of opinions of teachers and testing the knowledge of students for the determination of problems faced in teaching the history of Central Asian Turks were utilized in this research. We tried to make a situation assessment regarding the subject of teaching the relevant topics, and used the general survey model. We used the “Scaling Factor of the Opinion of the Teacher Regarding Teaching the History of Central Asian Turks”, a 5 point Likert scale with a 0,73 credibility rating consisting of 10 items, which was developed by us, and the “Test of Knowledge Regarding the Topics of the History of Central Asian Turks”, a two-choice test with a 0,91 credibility rating consisting of 15 items. The research was performed by the participation of 50 social science teachers and history teachers, and 500 students who take those lessons in various cities and different schools, and was based on random sampling. As a result of the analyses and statistical information, problems were found out in perception of time and location, and the quality of school books by means of up to date information. We have gathered the opinions of teachers and students, and offered solutions.

Keywords
History of Central Asian Turks, Teaching History, Perception of Location, Perception of Time, Up to

Conference Proceedings by Altenkirch / Schröter: Professionalization of History Teachers

by KGD Konferenz für Geschichtsdidaktik

Authors: Manuel Altenkirch (Heidelberg), Kathrin Schröter (Bochum)
Report of "Professionalization of History... more Authors: Manuel Altenkirch (Heidelberg), Kathrin Schröter (Bochum)
Report of "Professionalization of History Teachers - National and International Perspectives. XIX. Biennial Conference of German Society for History Didactics"
University of Augsburg, oct., 6-8, 2011

Teacher’s Role and Autonomy in Instructional Planning: The Case of Secondary School History Teachers with regard to the Preparation and Implementation of Annual Instructional Plans

by Halil Eksi

İbrahim Hakkı ÖZTÜRK
Educational Sciences: Theory & Practice - 12(1) • Winter • 295-299

This study seeks to analyze the role of history teachers in instructional planning and their areas of autonomy inmore This study seeks to analyze the role of history teachers in instructional planning and their areas of autonomy in
Turkey. The concept of teacher autonomy briefly refers to the authority and freedom of teachers in the planning
and implementation of the instructional activities and the decisions made during the instructional process. The
objective of the present study is to investigate the degree of participation of the teachers in the selection and
preparation of the teaching methods, content and materials throughout the preparation and implementation
of the annual instructional plans. The study aims to analyze the issue in depth by qualitative research design
focusing on a small sampling group consisting 11 participants. The findings have indicated that the role of the
teachers in the preparation of the annual instructional plans was quite limited and that the contents of the plans
were mostly borrowed from textbooks and the official curriculum. It was also observed that, in the classroom
practices, teachers usually reflected their preferences and personal decisions on the instructional process
more than what was given in the instructional plans. However, it is difficult to say that this flexibility was able to
provide an instructional process designed in line with the classroom realities and the students’ learning styles.

Educação Histórica e Educação Geográfica – relações, especificidades e necessidade de inovação

by Cristiana Martinha

With: Luís Alberto Alves

(in press) Actas do Congreso Internacional Innovacíon metodológica y docente en Historia, Arte y Geografía, Santiago de Compostela, USC.

A Comparative Study on Primary Pupils’ Historical Questioning Processes in Turkey and England: Empathic, Critical and Creative Thinking

by Halil Eksi

Hilary COOPER Dursun DILEK
Educational Sciences: Theory & Practice
7 (2) • May 2007 • 713-725

This study is part of a larger ongoing Project. In this project, the documents (video
recordings and... more This study is part of a larger ongoing Project. In this project, the documents (video
recordings and transcripts) which were collected by the recording of history lessons
that were taught in different countries, have been analyzed in order to identify ways
in which children are involved in historical enquiry rather than didactic teaching, as
a basis for comparison, discussion and development. According to the project aim, in
this study, history lessons taught in a primary school in Turkey and in England were
comparatively analyzed. In the Turkish lesson, pupils work in groups to interpret
information in texts, maps and pictures, in order to reconstruct events surrounding
the Battle of Ankara in poetry, art, drama and music. In the English lesson, children
found out about Ancient Egypt’s ways of daily life, also working in groups. The data
gathered from these lessons –through a case study in England and an action research
in Turkey- were recorded via video and the video recordings were transcribed.
The documents were analyzed through document and descriptive analyses. The
analysis explores ways in which pupils extract information, transfer it to new contexts
and express it from different viewpoints. It shows how, in discussing sources,
pupils gradually become independent of adult support, spontaneously use special
vocabulary introduced by the teacher in new contexts and use causal vocabulary. It
is concluded that pupils are engaged in the process of historical enquiry to the extent
that, in an embryonic way, they explore the past, interrogate sources to construct
interpretations which include presenting the information from different perspectives
and developing arguments, using specialised vocabulary. The significance
of classroom organisation and ethos in developing historical enquiry is considered.

History in the UK National Curriculum

by Kate Bradley

Co-authored with Lloyd Bowen, Simon Middleton, Andrew McKillop and Nicola Sheldon.  Cultural and Social History, 9 (1) 2012 pp.124-143

In response to recent discussions in the UK about the history national curriculum in schools, Cultural and Social... more In response to recent discussions in the UK about the history national curriculum in schools, Cultural and Social History invited several historians to comment on the issues. Their responses to our questions have been interleaved and lightly edited.

How the Cult of Assessment Has Relegated the Teaching of History to the Dustbin: A New Jersey Example

by David Cohen

This paper argues that the business model of quantitative assessment, which was behind "No Child Left... more This paper argues that the business model of quantitative assessment, which was behind "No Child Left Behind" and continues under "Race to the Top" has removed the teaching of history from the core curriculum, because it is not tested. Furthermore, standardized tests, including those used in AP courses, distort the real reason for studying history, namely, to develop criticial thinking skills necessary for an educated electorate in a complex global society. The paper uses the example of frustrated attempts by the author to develop materials to teach US History though state history using multi-media and interactive materials

The Implementation of one of the History Education Decisions in the Second National Education Council in 1943: The Formation Story of a Histomap

by Halil Eksi

Bahri ATA
Educational Sciences: Theory & Practice
8 (2) • May 2008 • 347-353

This article discusses the meeting of the Second National Educational Council in
1943, the decisions made about... more This article discusses the meeting of the Second National Educational Council in
1943, the decisions made about teaching history and the preparation and implementation
of histomaps, which was one of the decisions made about the teaching of history.
For this purpose, document analyses are used and first hand and second hand
resources were reviewed. The endeavor in this study is to show how one of the council
decisions of the first years of the Republic is applied. Hasan Âli Yücel, the Minister
of National Education assigned Hâmit Zübeyr Koflay for this histomap task. Benefiting
from the study of John B. Sparks (1931) named “The Histomap: Four Thousand
Years of World History” and working with a team, Hâmit Zübeyr Koflay developed
a histomap compatible to Turkish History in 3 years. This case study is significant
as it described the obligation of bureaucrats of the Ministry of National Education
in the early 20s of the Republic. The histomap of Sparks by Rand McNally Publishing
in the USA has been continuously updated since it was first developed. Unfortunately,
since then the mechanisms were not constructed to update histomap of
Koflay regarding the changing history course books and programs in Turkey.

Ιστορική Μνήμη και Σχολείο: η αναζήτηση μιας σχέσης (History, Memory and School History: searching their relations in Greece)

by Kosmas Touloumis

Zum Stand der disziplin- und ideengeschichtlichen Forschung in der Geschichtsdidaktik

by Marko Demantowsky

published in: Michael Wermke (ed.): Tranformation und religiöse Erziehung. Kontinuitäten und Brüche des Religionspädagogik 1933 und 1945. Jena 2011.

This paper provides a critical overview of the historical research of the German History Didactics. It is a... more This paper provides a critical overview of the historical research of the German History Didactics. It is a statistical approach chosen to exhibit three major phases of the history of science projects. For these phases internal and external explanations are proposed. The article concludes with a short outlook on the present and future of historical research on History Didactics.

Now and Then: National Identity Construction in Romanian History. A Comparative Study of Communist and Post-Communist School Textbooks

by Simona Szakács

Reconceptualizing the Republic: Diversity and Education in France, 1945-2008

by Simona Szakács

The Teaching of History and Reconciliation

by Chara Makriyianni

co authored with Charis Psaltis, Published in Cyprus Review

The question of history teaching and learning in Cyprus often comes to the forefront of public debate, mainly in the... more The question of history teaching and learning in Cyprus often comes to the forefront of public debate, mainly in the daily press, as a contest between those who wish to change the school history textbooks and those who want them to stay as they are. Although such discussions are useful, in this paper they are of secondary importance to the question of what the aims are, the methodological weaknesses and, more fundamentally, the epistemological assumptions of the current way history is being taught and learned in Greek-Cypriot schools of Cyprus. As this paper shows, one of the most important problems of teaching and learning history today in Cyprus is the understanding of history teaching by many educators as a mere transmission of beliefs and the presentation of the past as heritage. Not only this state of affairs does not promote historical understanding, but it hinders reconciliation cementing division. We conclude with a call for urgent educational reform in the epistemology, aims and methods of history teaching and learning in Cyprus.

History Educators in the Greek Cypriot and Turkish Cypriot Community of Cyprus: perceptions, Beliefs and Practices

by Chara Makriyianni

This report describes the aims, methodology and research findings of a recent quantitative questionnaire survey... more This report describes the aims, methodology and research findings of a recent quantitative questionnaire survey investigating the perceptions and practices of a representative sample of Greek Cypriots and Turkish Cypriots, all primary and secondary school history teachers in Cyprus (N=519). The research explores history teachers’ views of the Greek Cypriot and Turkish Cypriot history curricula and textbooks presently used across the existing divide in Cyprus, as well as history teachers’ views on, and their use of methods that promote, historical thinking in their teaching. The research also focuses on Greek Cypriot and Turkish Cypriot history teachers’ epistemological beliefs and their perceptions of the recent history of Cyprus and their contact with, and attitudes towards,
members of the other community. Finally, the qualifications of history teachers across the existing divide in Cyprus are explored as well as their training needs and opportunities for further professional development. The results are discussed through a socio-cultural analysis permitting the exploration of relationships between the aforementioned variables and comparisons to be made between and within each community of history teachers. Theoretical implications with important consequences for our understanding of epistemic beliefs, teaching practices and ideology are discussed.