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Palgrave Macmillan

The Palgrave Handbook of History and Social Studies Education

  • Book
  • © 2020

Overview

Editors:
  1. Christopher W. Berg

    1. Department of Liberal Arts, Rocky Mountain College of Art + Design, Denver, USA
      The Richard W. Riley College of Education and Leadership, Walden University, Minneapolis, USA

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    You can also search for this editor in PubMed   Google Scholar

  2. Theodore M. Christou

    1. Faculty of Education, Queen’s University, Kingston, Canada

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    You can also search for this editor in PubMed   Google Scholar

  • Incorporates research on history and social studies education from more than a dozen countries in regions across the globe

  • Presents a comprehensive survey of the field of History Education, by providing historical and contextual review of education systems within the North American continent and in Europe

  • Adds to the literature on historical thinking, curriculum, and teacher education

  • Offers a new level of granularity to discussions of history education in the United States and Canada

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Table of contents (24 chapters)

  1. Front Matter

    Pages i-xxiii
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  2. Introduction

    1. Front Matter

      Pages 1-1
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    2. Introduction: History Education in Theory, Practice, and the Space in Between

      • Theodore M. Christou, Christopher W. Berg
      Pages 3-19

  3. History Teaching and Learning in International Perspective

    1. Front Matter

      Pages 21-21
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    2. Social Studies Teachers’ Perspectives on the Differences Between Disciplinary History and School History

      • Kaya Yilmaz
      Pages 23-52

    3. “But They Can’t Do That!” Practical Approaches to Engage South African Primary School Pupils in Historical Learning

      • Rob Siebörger
      Pages 53-76

    4. Re-imagining History Teaching by Challenging National Narratives

      • Cécile Sabatier Bullock, Shawn Michael Bullock
      Pages 77-96

    5. Improving Teachers’ Proficiency in Teaching Historical Thinking

      • Carla van Boxtel, Jannet van Drie, Gerhard Stoel
      Pages 97-117

    6. The Development and Progress of the ‘Source Method’ as a History Teaching Method: Practical Classroom Examples from Malta

      • Yosanne Vella
      Pages 119-143

    7. Form or Substance? Weighing Critical Skills Against Identity Narratives in History Education

      • Sirkka Ahonen
      Pages 145-163
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Keywords

About this book

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.

Reviews

“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.” (Snježana Koren, JHEC, Vol. 41, 2020)

Editors and Affiliations

  • Department of Liberal Arts, Rocky Mountain College of Art + Design, Denver, USA

    Christopher W. Berg

  • The Richard W. Riley College of Education and Leadership, Walden University, Minneapolis, USA

    Christopher W. Berg

  • Faculty of Education, Queen’s University, Kingston, Canada

    Theodore M. Christou

About the editors

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.

Bibliographic Information

  • Book Title: The Palgrave Handbook of History and Social Studies Education

  • Editors: Christopher W. Berg, Theodore M. Christou

  • DOI: https://doi.org/10.1007/978-3-030-37210-1

  • Publisher: Palgrave Macmillan Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020

  • Hardcover ISBN: 978-3-030-37209-5Published: 04 April 2020

  • Softcover ISBN: 978-3-030-37212-5Published: 04 April 2021

  • eBook ISBN: 978-3-030-37210-1Published: 03 April 2020

  • Edition Number: 1

  • Number of Pages: XXIII, 642

  • Number of Illustrations: 5 b/w illustrations, 32 illustrations in colour

  • Topics: Curriculum Studies, Historiography and Method, International and Comparative Education, Cultural History

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