Cooperate, Deconstruct, Design
When in 2016 Battlefield 1 was released, many voices in Italy asked to recall the game, partially set on the Italian front during WW1
The post Cooperate, Deconstruct, Design appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/11-2023-3/cooperate-deconstruct-design/
Historical Empathy: Ethical and Culturally Responsive Teaching
This article explores how we deal with controversial topics, traumatic pasts, and uncomfortable truths about world history.
The post Historical Empathy: Ethical and Culturally Responsive Teaching appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/11-2023-1/historical-empathy/
Building Skills for Life Through Controversial Events
Abstract: Eleni Zanou from Cyprus presents her motivations for teaching history ‘unconventionally’. She explains that using the one and only textbook entails many risks – such as the lack of... Read More ›
The post Building Skills for Life Through Controversial Events appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/9-2021-4/cyprus-controversial-school-history/
Agencies of Public History: School Teachers
Teachers from Jordan, Cyprus, Lebanon and Turkey share the risks they took in the pedagogies they pioneered and histories they unveiled.
The post Agencies of Public History: School Teachers appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/9-2021-4/agencies-public-history-teachers/
Digital Public History in Teaching-Learning Contexts
Within a few days of Corona-led change, “online learning” moved further into the spotlight of public debates and of teaching history.
The post Digital Public History in Teaching-Learning Contexts appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/8-2020-4/teaching-history-corona/
What’s History For?
Questions on the purpose of history and history traditions are far from new, but they reach us as educators with greater force then ever. Defining the purpose of any school subject is a crucial task.
The post What’s History For? appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/7-2019-21/history-traditions/
What Influences Public History the Most
It is the history-related beliefs of teachers that make the difference. The communication of history in public as well is less influenced by scientific findings than by the beliefs of the people involved.
The post What Influences Public History the Most appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/7-2019-19/historical-beliefs/
Normative Overload: What About Empirical Validity?
Currently, German history didactics is focusing on narrative competence. The resultant normative overload, is not unproblematic – to say the least.
The post Normative Overload: What About Empirical Validity? appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/7-2019-15/normative-overload/
Understanding Empire in the 21st Century
People should have some understanding of what empires are, and what effect they have. What questions are worth asking about the concept of Empire at this point in the 21st century?
The post Understanding Empire in the 21st Century appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/7-2019-13/understanding-empires/
Knowledge Structures and School History
Basil Bernstein's two modalities of knowledge as “hierarchical” and “horizontal” are useful to help interpret the nature of historical knowledge in schools and may still have practical relevance.
The post Knowledge Structures and School History appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/7-2019-13/knowledge-structures/