Teachers of history will sooner or later encounter issues that are met with disbelief, protest, or feelings of discomfort by the pupils. This special issue aims to contribute to the field of research into teaching sensitive and controversial issues in history by integrating historical, educational and socio-psychological perspectives and theories.…

This study explores the silencing and voicing of sensitive topics in history education from a cross-national and multilevel perspective. In this mixed-method study, we undertook a quantitative analysis of a 'teaching sensitive issues' questionnaire and qualitative analyses of history curricula and teachers' verbal responses. The findings show that…

The present study is about sensitive issues in history teaching that have probably been experienced by most teachers in the field. We conducted a questionnaire study in Austria, Belarus, Estonia, Finland, France, Germany, Israel, Italy, Serbia and The Netherlands to assess which issues were experienced as sensitive in class, what the reasons were…

This study analysed questionnaire responses from 309 history teachers who come from nine European countries and Israel. The open-ended questions explored their experiences of teaching Sensitive historical Issues (SI) from joint social psychological and history didactics perspectives. First data was analysed hermeneutically, it was then interpreted…

The ECO European Project funded by the European Commission is dedicated to bringing MOOCs to a new dimension by taking advantage of the new possibilities offered by the Social Web (O'Reilly, 2005). This paper focuses on the intercreative aspects of MOOCs. It takes a look at the characteristics of the new ECO MOOCs to see if they are designed and…

Innovation is essential for the education sector. The ways in which curriculum decision making is organised reflects different implicit approaches on how educational systems pertain to promote innovation in education. Curriculum holds an outstanding place when seeking to promote innovation in education, as it reflects the vision for education by…

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]