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Challenging Substantive Knowledge in Educational Media

A Case Study of German History Textbooks

Lucas Frederik Garske

of content versus skills, when they are in fact interconnected. 20 Substantive knowledge refers to the “content” and “substance of history,” but is “more than mere information”; 21 it includes particulars, individuals, and concepts. 22 In this

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Teaching globalisation in the social sciences

The effectiveness of a refugee simulation

Stacy Keogh George

produce positive changes in students’ substantive knowledge, skills, and/or affective characteristics’. This involves three steps: First, there must first be a clear understanding of what the simulation is intended to achieve. Second, the simulation must

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“This Other Germany, the Dark One”

Post-Wall Memory Politics Surrounding the Neo-Nazi Riots in Rostock and Hoyerswerda

Esther Adaire

” in the GDR and its function in impeding, rather than advancing, substantive knowledge of the Nazi past and the destruction of European Jewry during the Holocaust, the result being that the GDR has not experienced the same process of “working through

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Globalising service-learning in the social sciences

Stephanie A. Limoncelli

service-learning students, for example, the research students learned about the service-learning process itself. The service-learning students, for their part, were challenged to reflect, assess and communicate their experiences and the new substantive

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Constructing and practising student engagement in changing institutional cultures

Lisa Garforth and Anselma Gallinat

, Greenwood 2011a , 2011b ; Greenwood et al. 2011 ), Arum and Roska highlighted the complex relationships between the processes of acquiring substantive knowledges, high-level analytical skills and wider personal development that are together often loosely

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Constructions of Identity in Cameroonian History Textbooks in Relation to the Reunification of Cameroon

Raymond Nkwenti Fru and Johan Wassermann

opposition), traditional authority, and civil society in bringing about the political developments that culminated in reunification. This overwhelming presence of Anglophone-related historical characters and events in the substantive knowledge content of the

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Experiencing, Using, and Teaching History

Two History Teachers’ Relations to History and Educational Media

Robert Thorp

to substantive knowledge, 4 and since this, it has been argued, poses a challenge both for the subject of history itself 5 as well as for history teachers, 6 it would be relevant to study how teachers see the role of experiences, memories, and

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Environmental Expertise as Group Belonging

Environmental Sociology Meets Science and Technology Studies

Rolf Lidskog and Göran Sundqvist

with other groups in society and in relation to wider policy cultures and societal interests. Expertise is about both competence and performance; it is about substantive knowledge, broad recognition, and social relations. This means that expertise