Public History in Schools? Why and How?
Teenagers encounter history outside schools in varied forms and related to a multitude of topics. But teaching with representations of the past that are not academic ideas, is largely absent from guidelines for history teaching.
The post Public History in Schools? Why and How? appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/6-2018-19/public-history-in-schools/
Schools Facing Public History
The public uses of history compete with school teaching from a position of strength, and therefore they must become part of school history curricula in order to give pupils the tools to critically evaluate them.
The post Schools Facing Public History appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/6-2018-16/schools-facing-public-history/
Debating Clubs as a Method of Historical Learning
Especially when it comes to historical reasoning and the formation of historical judgements, there are good reasons for us to assume that the ability to debate is ... a democratic key qualification.
The post Debating Clubs as a Method of Historical Learning appeared first on Public History Weekly.
The National Common Curricular Base in Brazil
What are the implications of the new History curriculum proposal of the Brazil’s National Common Curricular Base (BNCC) for those who teach History? How is it possible to understand this material?
The post The National Common Curricular Base in Brazil appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/5-2017-31/national-common-curricular-base-brazil/
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.
Historical Knowledge? A Non-Binding Offer
Deutsch
Der Streit um die Bedeutung von Fachkenntnissen für das historische Lernen im Vergleich zu den Methoden, Denkprinzipien oder Zielen ist alt. Aber Geschichte kann nicht ohne Gegenstände erzählt werden. Und eine Geschichtsdidaktik, für die Inhalte und damit Verbindlichkeiten zweitrangig werden, ist schlecht beraten.[1]
Fehlende Fachkenntnisse
Erkundigt man sich bei deutschen SeminarleiterInnen der sog. Zweiten Ausbildungsphase im Fach Geschichte danach, was sie als die Vor- und Nachteile des universitären Lehramtsstudiums ansehen, erhält man, ziemlich unabhängig vom jeweiligen Bundesland, für gewöhnlich die Antwort: Im Hinblick auf die fachdidaktischen Voraussetzungen – Stichworte Kompetenzorientierung, historisches Denken, Multiperspektivität – kämen die frisch Examinierten mit ausbaufähigen Grundlagen. Auch die Berufswissenschaften hinterließen belastbare Fundamente: Von heterogenen Klassen, den Anforderungen der Inklusion, pädagogischen Relevanzsetzungen, Fördern und Fordern immerhin hätten alle gehört. An einem aber mangele es den Jüngeren eklatant – dem Fachwissen.
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Quelle: http://public-history-weekly.oldenbourg-verlag.de/4-2016-25/about-historical-knowledge/
Going beyond “Narratives” vs. “Competencies”: A model of history education
English
Poor Québec history program! It is going through another round of ministerial revisions. This time, the competency-based approach of the current course of study was deemed “too radical.” In a recent report to the Minister of Education entitled “The meaning of history,” Jacques Beauchemin and Nadia Fahmy-Eid recommended to “reconcile the history program with its national framework” by reinstating the “narrative structure” into the organization of the program.
A national framework for history in school
The actual course of study, the authors claimed, lacks coherence and chronology and hinders the development of a “sense of shared memory.”[1] The response of the educational community came fast and furious.
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