Facing – Mapping – Bridging Diversity
Foundation of a European Discourse on History Education Part 1
- herausgegeben von
- Elisabeth Erdmann, Wolfgang Hasberg
- unter Mitarbeit von
- Zdeněk Beneš, Carla van Boxte, Jóżef Brynkus, Luigi Cajani, George Cassar, Bruno De Wever, Elisabeth Erdmann, Karl Filser, Ágnes Fischer-Dárdai, Blažena Gracová, Maria Grever, Wolfgang Hasberg, Terry Haydn, Harry Haue, Jean-Louis Jadoulle, Valdis Klisans, Reinhard Krammer, Viliam Kratochvil, Dilek Latif, Daniel Lindmark, Ülle Luisk, Chara Makriyianni, Mihai Manea, Maria do Céu de Melo, Esko Nikander, Joaquim Prats, Charis Psaltis, Anu Raudsepp, Maria Repoussi, Carina Rönnqvist, Benediktas Šetkus, Piotr Trojański, Danijela Trškan, Nicole Tutiaux-Guillon, Rafael Valls, Paul Vandepitte, Yosanne Vella, Arja Virta
Aim of the first volume of History Education international (HEint) is the foundation of a European discourse on history education. Based on the German understanding of history didactics authors from 25 states of the European Union describe the scientific discourse on history education in their country. Facing the situation of organisation and research on history education is a basic condition for understanding. Mapping this situation is the conclusion of facing the diversity. Reading the articles of more than 35 authors all over Europe it is amazing to observe how again and again new landscap…
46,80 €
| Bestellnummer: | 4731 |
|---|---|
| EAN: | 9783899747317 |
| ISBN: | 978-3-89974731-7 |
| Format: | Broschur |
| Reihe: | History Education international |
| Erscheinungsjahr: | 2011 |
| Seitenzahl: | 400 |
History Education international
In 1999, in Bologna 29 Ministers of Sciences and Education signed a declaration wherein the standardization of the educational systems as well as the standardization of educational attainments in Europe were determined. Until today, the process of implementing the core requests of the Bologna Declaration is not yet finished in all parts of the Bologna area which currently includes 47 states. Therefore this volume collects the experiences made by the different participants in the Bologna process as well as by many other states. Experts from all over the world describe and analyse their experiences while implementing the ascertainment of the Bologna Declaration or while executing educational systems which include elements of the Bologna Declaration. In this way the anthology offers a valuable treasure of knowledge which can be helpful for realizing the goals for the Bologna Declaration regarding to history teacher education in Europe and in other parts of the globe.
Aim of the first volume of History Education international (HEint) is the foundation of a European discourse on history education. Based on the German understanding of history didactics authors from 25 states of the European Union describe the scientific discourse on history education in their country. Facing the situation of organisation and research on history education is a basic condition for understanding. Mapping this situation is the conclusion of facing the diversity. Reading the articles of more than 35 authors all over Europe it is amazing to observe how again and again new landscapes of history didactics come in existence. For that reason the findings are summarised by a systematic approach, whereby the landscapes of several discourses on history education in Europe can be drawn. Bridging diversity may be successful on this basis.
Aim of the first volume of History Education international (HEint) is the foundation of a European discourse on history education. Based on the German understanding of history didactics authors from 25 states of the European Union describe the scientific discourse on history education in their country. Facing the situation of organisation and research on history education is a basic condition for understanding. Mapping this situation is the conclusion of facing the diversity. Reading the articles of more than 35 authors all over Europe it is amazing to observe how again and again new landscapes of history didactics come in existence. For that reason the findings are summarised by a systematic approach, whereby the landscapes of several discourses on history education in Europe can be drawn. Bridging diversity may be successful on this basis.