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Experiencing, Using, and Teaching History

Two History Teachers’ Relations to History and Educational Media

Robert Thorp

Faculty Philosophy Journal 5, no. 1 (1975): 8–52; Karlsson, “Historia, historiedidaktik och historiekultur”; Robert Thorp, “Historical Consciousness, Historical Media, and History Education” (Licentiate thesis, Umeå University, 2014). 16 Cf. James Wertsch

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History Teaching and Cultural Hegemony

Representations of the Spanish Civil War in Francoist History Textbooks of the 1960s

Johanna Fricke

literature, culture, and philosophy 81 as well as various domestic and foreign policy perspectives. In addition, these “improvements” in the state of affairs in Spain are no longer primarily attributed to Franco, but rather to the “Spanish” or “national

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Marc Kropman, Carla van Boxtel, and Jannet van Drie

.1.06. 9 Paul Roth, “Back to the Future: Postnarrativist Historiography and Analytic Philosophy of History,” History and Theory 55, no. 2 (2016): 270–281, doi:10.1111/hith.10800. 10 Ann Rigney, “History as Text: Narrative Theory and History,” in Sage

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Challenging Substantive Knowledge in Educational Media

A Case Study of German History Textbooks

Lucas Frederik Garske

–77, 65. 8 Peter Lee, “History Teaching and Philosophy of History,” History and Theory 22, no. 4, Supplement 22 (1983): 19–49, 21–31. Peter Lee and Denis Shemilt, “A Scaffold Not a Cage: Progression and Progression Models in History,” Teaching History

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Working with the Cold War

Types of Knowledge in Swedish and Australian History Textbook Activities

Niklas Ammert and Heather Sharp

philosophy that inform the teaching and learning, and the pedagogical approaches of the subject it covers. 4 Australian Curriculum, Assessment and Reporting Authority (ACARA), “The Australian Curriculum: History (Version 7.3),” accessed 12 February 2015. www

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De-Orientalizing the Western Gaze on Eastern Europe

The First Soviet Occupation in Lithuanian History Textbooks

Barbara Christophe

. 82 Ibid., 19 and 23. 83 Aleida Assmann, “Dialogic Memory,” in Dialogue as a Trans-Disciplinary Concept: Martin Buber's Philosophy of Dialogue and its Contemporary Reception , ed. Paul Mendes-Flohr (Berlin: De Gruyter, 2015), 199–214. 84 Ibid

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Paulina Mihailova

The article investigates how university lecturers taking part in the compulsory teacher training at Stockholm University (SU) conceive of the effects of standardised and formalised training on their teaching. The study explores the emotions and responses evoked among academics when everyone is required to embrace the same pedagogic philosophy of constructive alignment (Biggs 2003), adopt the language of learning outcomes and assign the same standards to diverse academic practices. The article attempts to shed light on different conceptions of the quality of teaching and learning in higher education and the interplay between the lecturers' values of academic freedom, collegiality and disciplinary expertise and the university leadership's values of efficiency, accountability and measurability of performance. The article considers how these conceptions coexist and are negotiated within the university as an organisation.

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Margaret D. Lecompte

This article describes how different constituencies in a major research university tried to initiate change despite disagreements over common goals, norms and principles. The context was a culture war. The university administration wanted to impose a corporatising and privatising philosophy which it felt was crucial to preserving the university's academic integrity and its financial survival in a time of budgetary crisis. Faculty viewed these actions as serious threats to shared governance, faculty control over the curriculum, instruction and research, academic freedom and the faculty's constitutional rights. These forces played out in the firing and grievance cases of Ward Churchill and Adrienne Anderson, professors whose research and publications angered members of the political and academic establishment and galvanised protests pro and con from the media, conservative politicians and public intellectuals.

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What History is good for

Service-learning and studying the past

Michael Smith

Many disciplines in the social sciences and humanities can offer profound insights into what it means to be human. History, however, encompasses the totality of human experience: economics, politics, philosophy, art, ethics, sociology, science - all of it becomes part of history eventually. Therefore, the opportunities for incorporating service-learning (carefully integrating community service with academic inquiry and reflecting on insights derived from such integration) into history courses abound. Many historians have taken advantage of this opportunity. Few historians have undertaken a scholarly investigation of the learning taking place in their service-learning courses, however. Indeed, despite the fact that the reflective process so central to service-learning lends itself remarkably well to the scholarship of teaching and learning (it generates very rich data on both the affective and content-based learning students are experiencing), there has been little published SoTL research from any discipline about service-learning. Drawing on qualitative evidence from an honours course comprised of 16 students at a private liberal arts college in the northeastern United States, I argue that not only does service-learning in history lead to more active citizenship, but that it also leads to deeper appreciation of an historical perspective as a key ingredient for being an engaged citizen.

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Susan Brin Hyatt

As a political and economic philosophy, neoliberalism has been used to reshape schools and universities, making them far more responsive to the pressures of the market. The principles associated with neoliberalism have also extended to programmes for urban economic development, particularly with respect to the largescale gentrification of neighbourhoods rendering them amenable to investments aimed at creating spaces attractive to white, middle-and-upper class consumers. In this article, I discuss how universities themselves have come to play a significant role as urban developers and investors, promoting commercial retail development and building upscale housing in neighbourhoods adjacent to their campuses. My entry point into this discussion is through describing an ethnographic methods class I taught in 2003, whereby students carried out collaborative research in the African-American neighbourhood surrounding Temple University's main campus in Philadelphia. As a result of their work, we produced a neighbourhood newspaper that sought to disrupt the commonplace assumptions about 'rescuing' the neighbourhood from what was presented as an inexorable spiral of decline; rather, our work showed that actions taken by the university, itself, had helped to produce the very symptoms of decline that the new development project now purported to remedy.