Overview

This Handbook presents an international collection of essays examining history education past and present. Framing recent curriculum reforms in Canada and in the United States in light of a century-long debate between the relationship between theory and practice, this collection contextualizes the debate by exploring the evolution of history and social studies education within their state or national contexts. With contributions ranging from Canada, Finland, New Zealand, Sweden, the Netherlands, the Republic of South Africa, the United Kingdom, and the United States, chapters illuminate the ways in which curriculum theorists and academic researchers are working with curriculum developers and educators to translate and refine notions of historical thinking or inquiry as well as pedagogical practice.

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9783030372095

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This book makes these research and practices accessible for an international audience and provides fresh insights into how the concept of historical thinking has been employed outside Western European and North American contexts. Looking at how scholars and practitioners in different national and cultural contexts are approaching this and other issues in history and social studies education can help us reflect and advance our own practices. (Snjezana Koren, JHEC, Vol. 41, 2020)

Author Information

Christopher W. Berg is Associate Professor of Humanities and Head of Liberal Arts, Online at Rocky Mountain College of Art + Design, USA. Theodore M. Christou is Professor of Social Studies and History Education and Associate Dean of Graduate Studies and Research in the Faculty of Education at Queen’s University, Canada.

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