The Anthropocene and History Education
International Journal of History Education and Culture (IJHEC) 44/2023
- herausgegeben von
- Susanne Popp, Markus Furrer, Terry Haydn, Mare Oja, Dennis Röder, Elize van Eeden, Joanna Wojdon, Dorota Wisniewska
- unter Mitarbeit von
- Philipp Bernhard, Olga Dudar, Svitlana Savchenko, Nataliia Petroshchuk, Heidi Eskelund Knudsen, Urte Kocka, Jacques Ngong Atembone, Anu Raudsepp, Andres Andresen, Enrique-Javier Díez-Gutiérrez, José Sarrión-Andaluz, Katherine Gajardo Espinoza, Katja Gorbahn, Evangelina Kalogirou, Georgia Kouseri, Niki Nikonanou, Marina Sounoglou, Oliver Mayer-Simmet, Polina Verbytska
The current issue of the International Journal of History Education and Culture (IJHEC) delves into the critical role of history education in the face of the Anthropocene, an era defined by human activity’s profound impact on the planet and its ecosystems. The issue builds upon a selection of papers presented at the ISHD conference that took place within the framework of the 23rd Congress of the International Committee of Historical Sciences (CISH/ICHS) in Poznań, Poland, on 21–27 August 2022.
| Bestellnummer: | 41674 |
|---|---|
| EAN: | 9783734416743 |
| ISBN: | 978-3-7344-1674-3 |
| ISSN: | 1608-8751 |
| Reihe: | International Journal of Research on History Didactics, History Education and History Culture |
| Erscheinungsjahr: | 2024 |
| Auflage: | 1 |
| Seitenzahl: | 240 |
CONTENTS
PREFACE · VORWORT · PRÉFACE 5
Susanne Popp
CONTINUITY AND CHANGE – A LOOK BACK AT THE ISHD IN 2023: INTRODUCTION TO ISHD CONFERENCE AT TALLINN UNIVERSITY ON ‘HERITAGE IN HISTORY EDUCATION’
THE ANTHROPOCENE AND HISTORY EDUCATION
Philipp Bernhard and Susanne Popp: From the National to the Planetary Level. History Education in the Anthropocene
Olga Dudar, Svitlana Savchenko and Nataliia Petroshchuk: The Relationship between a Human Being and Nature: How This Aspect Is Provided by History School Education in Ukraine
Heidi Eskelund Knudsen: The Anthropocene Question in Danish History Education: A Case Study of Textbooks’ Historical Narratives
Urte Kocka: The Anthropocene and New Challenges for Teaching History
Jacques Ngong Atembone: How Should History Teaching in Cameroon Respond to the Arrival of the Anthropocene Era?
Anu Raudsepp and Andres Andresen: Nuclear War as a Global Problem in Post-cold War Estonian History and Civics Textbooks
FORUM
Enrique-Javier Díez-Gutiérrez, José Sarrión-Andaluz and Katherine Gajardo Espinoza: The Oblivion of Democratic Historical Memories in Spanish Education: The Vision of Students from Castilla Y León
Katja Gorbahn: Narratives of Progress or Crisis? Democracy between the Nation, the European and the Global
Evangelia Kalogirou, Georgia Kouseri, Νiki Nikonanou and Marina Sounoglou: Oral Testimonies Enhancing Historical Thinking on the German Occupation Period: Kostarazi, Greece
Oliver Mayer-Simmet: Open Educational Resources in History Education: An Example of a Quality Assessment from History Didactics Point of View
Polina Verbytska: History Education in Ukraine in Political Transition
ABSTRACTS
AUTHORS’ INDEX
PEER-REVIEWERS OF THE 2022 AND 2023 IJHEC ·
CALL FOR PAPERS
International Journal of Research on History Didactics, History Education and History Culture
The current issue of the International Journal of History Education and Culture (IJHEC) delves into the critical role of history education in the face of the Anthropocene, an era defined by human activity’s profound impact on the planet and its ecosystems. The issue builds upon a selection of papers presented at the ISHD conference that took place within the framework of the 23rd Congress of the International Committee of Historical Sciences (CISH/ICHS) in Poznań, Poland, on 21–27 August 2022.
The 2022 issue of JHEC is focused on the topic “Why History Education” addressing the sense of history education in a contemporary world where it has to assert itself in the field of tension of power, economy and society, and to engage in the dialogue with the growing field of public history. Perspectives from Austria, Germany, Israel, Poland, South Africa, Ukraine and Zimbabwe are included. The highlight of the Varia section is the article on “Planungsmatrix”, in which Alois Ecker presents his innovative tool for designing teaching modules that skillfully combine first and second order historical concepts in the course of dialogical interaction between educator and students.
The International Journal of Research on History Didactics, History Education, and History Culture. Yearbook of the International Society for History Didactics (JHEC) is the official journal of the International Society for History Didactics. The journal is issued once a year and publishes peer reviewed papers in English. The abstracts are tri-lingual (English, French, German). The tradition of the journal goes back to the year 1980. The 2021 issue of JHEC has two leading topics: History education 30 years after the Cold War and History education in Africa. The post-Cold War section is formed by the articles referring to four European countries of the former Soviet bloc and a review of a book about a fifth one. The growing body of research on the process of decolonization and post-colonial education in Africa, but also on other issues related to studying and teaching about the past in that part of the world, is reflected in both the articles and book reviews, with contributions from African scholars. The topic of museums in history education, placed in the Varia section, is a recurring issue in didactical research but still worth re-visiting.
The International Journal of Research on History Didactics, History Education, and History Culture. Yearbook of the International Society for History Didactics (JHEC) is the official journal of the International Society for History Didactics. The journal is issued once a year and publishes peer reviewed papers in English. The abstracts are tri-lingual (English, French, German). The tradition of the journal goes back to the year 1980. The leading topic of 2020 issue of JHEC is Migration in History Education. Despite the fact that migrations have been part of human experience all over the world from the most ancient until the most recent times, the way they are dealt with in history education is often less than satisfactory, both in terms of teaching (any) history to immigrant children and of presenting (to all the students) migrations from the past. The model of “sedentary society” seems to be universally promoted by school. Current political debates dominate over critical historical research in shaping teaching units and the old schemata are hard to eradicate. The papers in the Forum section concentrate on the issues related to developments of contemporary history didactics and its impact on teachers’ practices in various social and national contexts of Africa, Europe and Australia. The book review section is expanding. ** Mit der Bestellung eines Titels zur Fortsetzung erhalten Sie diesen Titel sowie alle künftigen Titel der entsprechenden Reihe direkt nach Erscheinen zugesandt.Ein weiterer Vorteil: Sie sparen rund 20 Prozent gegenüber der Einzelbestellung. Der Fortsetzungsbezug ist jederzeit kündbar - eine kurze Mitteilung an uns genügt!
Developing historical thinking is becoming an overarching goal of history education, at least on the declarative level. The concept is not new and has been developed for many years in various national and international contexts. However, its scope and contents, and especially the methods of transferring it onto everyday school practice still remain work in progress for they involve major re-structuring of traditional ways of teaching. In this case, modernizing history education is not about incorporating new technologies but rather about developing new approaches to any and all resources used in the classroom and issues discussed in the process of history education. Some of the papers in this issue of JHEC address the issues posed by the use of films, museums, writing, and the introduction of local and regional history in history education.Starting from this year, JHEC launches its new section devoted to book reviews. It discusses publications related to history didactics and all aspects of historical culture and history education in the past and present, published in the recent years in the English language. ** Mit der Bestellung eines Titels zur Fortsetzung erhalten Sie diesen Titel sowie alle künftigen Titel der entsprechenden Reihe direkt nach Erscheinen zugesandt. Ein weiterer Vorteil: Sie sparen rund 20 Prozent gegenüber der Einzelbestellung. Der Fortsetzungsbezug ist jederzeit kündbar - eine kurze Mitteilung an uns genügt!
Is history education part of public history? Can it profit from public history strategies of dealing with the public? How does it incorporate public history into the teaching-learning process? How does it deal with public history products, such as museum exhibitions, tours, history-related fiction and comic books, movies and games? Or maybe public history is a form of history didactics and can use its conceptual models in the process of developing its own? How are both related to academic history, to historical memory and culture and how do they influence them? These are just some questions addressed in the 2018 issue of JHEC "Public History and History Education". The Forum section provides snapshots on crucial topics of didactical research in selected countries: curricula, textbook production and contents, and school practice in the process of changes. The issue closes with the theoretical reflection by Wolfgang Hasberg on periodization in history and history education. ** Mit der Bestellung eines Titels zur Fortsetzung erhalten Sie diesen Titel sowie alle künftigen Titel der entsprechenden Reihe direkt nach Erscheinen zugesandt. Ein weiterer Vorteil: Sie sparen rund 20 Prozent gegenüber der Einzelbestellung. Der Fortsetzungsbezug ist jederzeit kündbar - eine kurze Mitteilung an uns genügt!
The leading theme of this year’s issue of the International Journal of Research in History Didactics, History Education and History Culture (JHEC) is history teacher education in the changing world. The picture of initial teacher training in the world is heterogeneous, the existing situation is seldom regarded as satisfactory and, thus, changes are introduced almost instantly. The articles either present existing models of history teachers’ education or focus on its possible evolution on the basis of empirical research of the teacher-trainees. In doing so they present various methodologies of such research. They prove that not only the way of getting the empirical data is important, but also the focus of the analysis of raw material, the questions asked and the model(s) of interpretation used. Regardless of the methods used, the research results show that prospective history teachers represent rather traditional approaches to the past and to teaching history and their vision of the past in many cases seems to be no different from mainstream collective memory (or mythology). It opens broad perspectives for history didactics as an academic discipline. ** Mit der Bestellung eines Titels zur Fortsetzung erhalten Sie diesen Titel sowie alle künftigen Titel der entsprechenden Reihe direkt nach Erscheinen zugesandt. Ein weiterer Vorteil: Sie sparen rund 20 Prozent gegenüber der Einzelbestellung. Der Fortsetzungsbezug ist jederzeit kündbar - eine kurze Mitteilung an uns genügt!
The International Journal of Research on History Didactics, History Education, And History Culture (JHEC) is the Yearbook of the International Society for History Didactics. Its 2016 issue focuses on two main themes: Nostalgia in historical consciousness and culture and Developing creative interactions of local, national, and global topics of history education. The articles in both sections focus both on the theoretical concepts and on practical issues from various countries and research perspectives. The Forum section comes back to the themes of the past issues: colonialism and decolonization was the main topic of the Yearbook of 2014, while edutainment was discussed in 2015. The presentation of the use of mainstream historical films in the history classroom closes the volume.
The 2015 issue of the Yearbook of the International Society for History Didactics appears under the new title: International Journal of Research on History Didactics, History Education, And History Culture (JHEC). Its leading theme is “History and Edutainment”, i.e. a combination of history education and entertainment. Starting from the ‘traditional’ educational media, such as books and periodicals, the authors move to museums, songs, board and video games, movies, television shows and finish with more general reflections on the benefits and drawbacks of incorporating edutainment into the practice of teaching history, for learners and for teachers. The volume can be regarded as a voice in a broader debate on the reaction of school education on edutainment, and more generally, on public history where entertainment is so popular. In the Varia section readers can find the second part of the text on colonisation and decolonisation as presented in Belgian history textbooks (part I was published in 2014) and a presentation of the book that analyses the results of the Bologna process.