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.…

History education stakeholders in England have consistently judged that some students find formal historical writing prohibitively difficult due to the demands of constructing an extended argument. While policy makers have agreed students need support in their historical writing, recurring themes in centralised resourcing have been wastage,…

The Independent Cambridge Review of the Primary Curriculum [Alexander, R., M. Armstrong, J. Flutter, L. Hargreaves, D. Harrison, W. Harlen, and D. Utting. 2010. "Children, Their World, Their Education". London: Routledge] advocated 'Eight Domains' through which to organise the primary curriculum, with 'Place and Time' encompassing…

This study focuses on how issues of slavery are discussed in the social studies and history textbooks in Turkey. A total of 16 textbooks were examined. 7 of these books were published by the Ministry of National Education and others by various private publishers. A qualitative research design is adopted and the data were classified according to…

Content-area standards foreground the importance of reading and writing across the disciplines. With this in mind, it is important to examine the beliefs and practices of teachers who successfully integrate literacy in content-area courses in order to provide models for others. This paper examines beliefs and practices of two novice secondary…

This case study reports on a history teacher in a multicultural classroom in the Netherlands who is confronted with students' conflicting perspectives on a sensitive topic, namely the Holocaust. We have used Dialogical Self Theory in combination with the historical multiperspectivity framework to make sense of the teacher's considerations and…

The purpose of this article is to provide a unique overview of how third-order concepts, linked to moral consciousness, are expressed in research articles on historical consciousness related to education, as well as to document how frequently the concepts are applied between 1980 and 2020. A count of word frequency says something about how popular…

This small-scale qualitative research study examines the extent to which teachers involved in Global North-South School Partnerships engage with learning about shared colonial histories. Existing research in this field suggests that teachers' lack of knowledge and confidence leads to historical context being largely absent from such projects.…

Thinking is the essence of human existence, unquestionably the highest product of human evolution. Yet it is not possible to convey coherently to students the sum and attainment of all humanity's knowledge. Students would be incapable of absorbing such an enormous quantity of knowledge (corresponding to current developments in individual academic…

The purpose of this study is to determine the opinions of primary school teachers regarding the history subjects found in the primary school 4th grade coursework in scope of the year 2018 Social Studies Course Curriculum. The study utilized survey technique in a qualitative research paradigm. Data were gathered through interviews and document…

The culture wars concerning what history should be taught in U.S. schools are often played out through the release of new state or national history/social studies standards or the textbooks aligned with those standards. Despite their oft-politicized status, every state now has history standards. However, these standards take on different forms in…

Experts argue that preservice programs should focus on a defined set of core teaching practices and structure their curriculum around them. Such experts argue that practice-based teacher educators must "represent" and "decompose" core practices with novices and offer them opportunities to "approximate" those practices…

The constraints of history learning in the Indonesia curriculum are the weekly time is only one hour of lessons and the material is quite dense, if delivered with an explanation and discussion the time is not enough. Therefore, it was sought how to get all material delivered and students not bored. Learning this model is done to condition students…

The moment many students begin to get excited about history is when they realize that much historical knowledge is contested, enmeshed in a productive argument that never ends and therefore endlessly fascinates. Such an epiphany might occur at any time. But a frequent catalyst is classroom debate, a formalized contest that dramatizes and vitalizes…

At the beginning of the 19th century, history education has found its place as an independent course in formal education institutions, since then it has undergone many reforms and revisions but none of these reforms has solved its chronic problems. In discussions on how to solve the problems of teaching history, one of the most important issues is…