Complexity in the Specification of the History Curriculum

Bishop Colenso, Great Britain, and South Africa. A school history curriculum variously gives learners an introduction to historical themes. It does not, however, convey well the complexity of the past.

The post Complexity in the Specification of the History Curriculum appeared first on Public History Weekly.

Quelle: https://public-history-weekly.degruyter.com/5-2017-27/colenso-and-the-history-curriculum/

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Teaching History in Order to Develop Critical Thinking?

Students do not simply develop an adequate understanding of "critical thinking" "in a natural way", neither if they are taught history or another subject.

The post Teaching History in Order to Develop Critical Thinking? appeared first on Public History Weekly.

Quelle: https://public-history-weekly.degruyter.com/5-2017-27/teaching-history-in-order-to-develop-critical-thinking/

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Curriculum Debates as Public History: Australia

Curriculum debates: Increasingly, school history has become the focus of public interest, although the fault lines of related debates seem to fall along predictably and often polarised political orientations.

The post Curriculum Debates as Public History: Australia appeared first on Public History Weekly.

Quelle: https://public-history-weekly.degruyter.com/5-2017-17/curriculum-debates-as-public-history-australian-lessons/

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A Matter of Choice–Biculturalism

Biculturalism? In the high-autonomy curriculum environment in New Zealand, it is history teachers who are charged with the responsibility of engaging young people with controversial aspects of postcoloniality.

The post A Matter of Choice–Biculturalism appeared first on Public History Weekly.

Quelle: https://public-history-weekly.degruyter.com/5-2017-2/a-matter-of-choice-biculturalism/

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Teaching of Troubled Pasts—Three Suggestions

If we examine most of troubled pasts presented in educational scenarios, two features clearly appear. Most of the historical events have a national character and most of them happend just recently.

The post Teaching of Troubled Pasts—Three Suggestions appeared first on Public History Weekly.

Quelle: https://public-history-weekly.degruyter.com/5-2017-1/teaching-of-troubled-pasts/

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The Downfall?! Can History Teaching Still Be Saved?

"When historical dates are meaningless in history lessons" – this is the headline of a polemic article "Die Welt" has recently published to argue against the new history curriculum in Saxony-Anhalt.

The post The Downfall?! Can History Teaching Still Be Saved? appeared first on Public History Weekly.

Quelle: https://public-history-weekly.degruyter.com/4-2016-39/the-downfall-can-history-teaching-still-be-saved/

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The Dictator’s Slow Return. Porfirio Díaz

Español

El 2 de julio de 2015 se conmemoró el centenario luctuoso del dictador Porfirio Díaz, quien gobernó México, en la silla presidencial o detrás de ella, entre 1876 y 1910, cuando fue derrocado por la revolución mexicana. La opinión pública aprovechó la coyuntura para discutir una vez más sobre el significado de su figura en la historia de México, pero en el mundo educativo nada se modificó sustancialmente, pues los tiempo educativos son de larga duración. El significado histórico de Porfirio Díaz en los programas de estudio y los libros de texto se ha sedimentado: enseñar como legítima la desigualdad económica que lacera a México.[1]

 

Opiniones divididas

Porfirio Díaz es uno de los villanos[2] de la historia que mejor ha recuperado su imagen en la actualidad. Díaz fue un dictador. Su periodo, denominado Porfiriato, se caracterizó en lo político por reelecciones infinitas, violencia contra la oposición, control de la prensa y un centralismo autoritario. En lo social la desigualdad y la exclusión fueron las características centrales, con una pequeña élite inmensamente rica, grandes sectores de la población en indignante pobreza y algunos otros en semi esclavitud dentro de las haciendas.

[...]

Quelle: http://public-history-weekly.oldenbourg-verlag.de/4-2016-17/dictators-slow-return-porfirio-diaz/

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“A historically conscious future” – Indigenous perspectives on war remembrance

 

English

Whilst war remembrance in New Zealand is dominated by ANZAC and Gallipoli, there is a growing momentum to commemorate the colonial wars of the 19th century between indigenous Māori and the British/colonial forces. This raises questions about how post-colonial nations such as New Zealand address the difficult features of their past as well as ensure that young people engage with different perspectives on war remembrance that are inclusive of difference and encourage them to think critically about such issues.

 

 

Waimarama Anderson und Leah Bell

War remembrance in New Zealand is closely aligned with an ideal of ANZAC[1] identity that primarily focuses on this country’s part in the unsuccessful attempt by the Allies in 1915 to invade the Gallipoli peninsula, the sovereign territory of what is now Turkey.

However, there is a growing momentum to also commemorate the colonial wars of the 19th century between Māori[2] and the British/colonial forces[3] and this has recently gained traction from an unexpected quarter.

[...]

Quelle: http://public-history-weekly.oldenbourg-verlag.de/4-2016-15/indigenous_war_remembrance_new_zealand/

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Local History Knowledge instead of Regional Folklore

English

The question about the relevance and applicability of historical knowledge becomes particularly urgent in the context of local history and regional history. Learners are currently not very motivated to occupy themselves with local and state history as far as centralised examinations are concerned. Life designs based on migration und multiple localities also give rise to the very practical, everyday problem of transferring what has been learned.

 

 

No Place for Local History

Centralised examinations and performance measurements have led to a marginalisation of contents related to local and regional history[1] because, as is well known, these are hard to generalise and their specifics run contrary to the trend towards standardisation in educational policy. Locations that have Roman ruins or medieval buildings offer a variety of starting points that differ from those in towns and villages that have contemporary monuments or a memorial site dedicated to the history of the 20th century. If, nevertheless, local or regional history does make an appearance in the textbooks or syllabi of the 16 German states, then it usually serves to illustrate and concretise history in general, and with the aim of strengthening the identity of the inhabitants of Saxony, Bavaria, or Brandenburg etc.

[...]

Quelle: http://public-history-weekly.oldenbourg-verlag.de/4-2016-14/knowledge-local-history-instead-regional-folklore/

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