The idea of one shared past, can develop identity-building potential. Nevertheless, there are diverse memory practices in plural societies and they are an expression of shared, divided, and conflicting memories. The negotiations of (diverse) past(s) and memories and, consequently, related belonging(s) to so-called 'remembrance communities' take…

Many scholars working on history education have stressed that, in order to "do history," a congruent relation between substantive and procedural knowledge is required. In response to this argument, this article emphasizes the need to consider pupils' relations to substantive knowledge. With reference to history textbooks currently used…

The fact that Intercultural Communicative Competence (ICC) also includes historical consciousness is known, but this dimension of ICC has so far been largely unexplored. This article aims to show that virtual cooperation between universities from two different countries can promote not only ICC but also critical historical thinking. Using…

Readers of "Teaching History" will be familiar with the benefits and difficulties of cross-curricular planning, and the pages of this journal have often carried analysis of successful collaborations with the English department, or music, or geography. Harry Fletcher-Wood describes in this article a collaboration involving maths,…

"Historical thinking" has a central role in the theory and practice of history education. At a minimum, history educators must work with a model of historical thinking if they are to formulate potential progression in students' advance through a school history curriculum, test that progression empirically, and shape instructional…

The first year of the government's First World War Centenary Battlefield Tours Programme is now under way, allowing increasing numbers of students from across Britain to visit Western Front battle sites. As its Programme Director, Jerome Freeman has sought to encourage teachers to make these visits meaningful and historically rigorous. He tackles…

Focusing on students' attempts to explain the relative significance of different factors in Hitler's rise to power, Catherine McCrory explores the vexed question of why students who seem able to express necessary historical knowledge on one occasion cannot effectively reproduce it on another. Drawing on a detailed analysis of what it actually…

Examining history from the perspective of investigators who wrestle with involved scenarios for which no simple answers exist, or from which no obvious conclusions can be drawn, allows students to understand the historiographic process and the complex nature of historical events, while gaining valuable practice in applying analytical and critical…

This article provides an overview of education after and about Auschwitz (Holocaust education) in Germany in both theory and practice, with particular attention to three critical areas. The first is the status of research in, as Adorno famously phrased it, "education after Auschwitz" within the context of contemporary Germany. German…

In Austria, activities for teaching about and remembering the Holocaust have concentrated mainly on National Socialism and its atrocities. Austria's history of political anti-Semitism goes back to the 19th century, however, and has been widely and publicly acknowledged. It has always been linked to nationalistic tendencies that are still present…