This study investigated students' engagement and learning in a large lecture journalism history course based on a revision of its discussion curriculum. The new curriculum incorporated visual media and facilitated collaborative learning in active learning classrooms. Surveys were administered to assess students' perceptions of the course,…

This study explores how history teachers in Taiwan make curricular decisions while engaging controversial public issues. The main political controversies discussed in Taiwanese society center on the relationship between Taiwan and the People's Republic of China. This study documents how four social studies teachers formulate their curricular…

The objective of this study is to better understand the process by which K-12 school districts select curricula materials in four critical subject areas: Mathematics, English Language Arts, Science, and History and Social Studies. This research has two primary goals: (1) to understand the process by which K-12 school districts select and adopt…

It is possible to long for the past: we "long" for something that once was present but is no longer--nostalgia. We "hope" for something that has never been present but might be in the future--dreams: this is the core of progress in the modernist project. What can "longing for the present" mean? We desire a situation that we already have? We long…

In Sweden, history has recently become a compulsory subject in upper secondary vocational education and training (VET). The aim of this interview study with teachers was to problematize the transition between the ideals of history education in the curriculum and the everyday practices of history teaching. It investigated how the teachers assess…

History curriculum reform proposals and debates are a persistent feature of the contemporary educational landscape in England and, very probably, a "sign of the times" that can reveal a great deal about contemporary predicaments and concerns. History curriculum controversy is also a global phenomenon and one that can fruitfully--and,…

The "Australian Curriculum: History" has emerged out of a neoliberal federal education policy landscape. This is a policy landscape where pragmatic and performative, rather than pedagogic concerns are clearly foregrounded, and this has implications for curriculum development and implementation. A useful way to conceptualise the features,…

Recent literature shows that revising history curricula in postconflict settings can either worsen or ameliorate identity conflict. I conceptualize history curriculum revision workshops as intergroup encounters (IGEs) and analyze the conditions under which reconciliation emerges. I conducted participant observation with multiethnic groups of…

In 2011, the Finnish National Board of Education assessed the learning outcomes of history with a study whose results raised doubts about the fulfilment of the goals of history education. This article seeks to expand awareness about Finnish adolescents' understanding of historical empathy. The study assessed twenty-two 16-17-year-old high school…

Martorella's "sleeping giant" is awakening via geospatial tools. As this technology is adopted, it will transform the history curriculum in three ways: deepening curricular content, making conceptual frameworks more prominent, and increasing connections to local history. These changes may not be profound and they may not be sudden,…

This study raises the question of why the French secondary school history curricula introduced in the late 2000s prescribed more extensive coverage of plural histories than did secondary school history curricula for English schools introduced in the same time period. Both countries share similar societal diversity. To explain the variation in…

This study provides an evaluation of history subject leader's perceptions of a project called "Shaping the Future", together with their attitudes towards Black History and diversity. It found that primary subject leaders were less likely to attach importance to these dimensions than their counterparts in secondary schools, whilst only a…

The present study seeks to develop a pedagogy aimed at fostering a student's ability to reason causally about history. The Model of Domain Learning was used as a framework to align domain-specific content with pedagogical principles. Developing causal historical reasoning was conceptualized as a multidimensional process, in which knowledge of…

The main aim of this study is to offer a comparative analysis of historical narratives, with reference to the nexus between ideology, the state, and nation-building--as depicted in current history school textbooks in the Russian Federation (RF). This analysis of the core Russian history textbooks prescribed by the Ministry of Education and Science…

Education systems worldwide have served as a nation-building apparatus and national consciousness facilitators since the appearance of the modern nation-state. With the emergence of globalization in recent decades, however, a growing presence of cosmopolitanism and internationalization can be traced in education policy and school curricula.…