Advertisement

Introduction: History Education in Theory, Practice, and the Space in Between

  • Theodore M. Christou
  • Christopher W. BergEmail author
Chapter
  • 116 Downloads

Abstract

It seems particularly au courant to refer to publications as timely in introductory chapters, such as this is. History education is always timely and in time, subject to the same politics, contexts, and ideologies that dictate political will. As long as we have a need to teach about the past, we will debate what ought to be taught. According to prevailing fashion, any given curriculum can look to content (e.g., “what happened?”) as the core and foundation of history education or, alternatively, to a way of understanding content, as well as the world we live in (e.g., “why do things happen?”).

Bibliography

  1. Bain, Robert B. 2000. Into the Breach: Using Research and Theory to Shape History Instruction. In Teaching, Learning, and Knowing History: National and International Perspectives, ed. Peter N. Stearns, Peter Seixas, and Samuel S. Wineburg, 331–353. New York: New York University Press.Google Scholar
  2. Barker, Bernard. 2010. The Pendulum Swings: Transforming School Reform. London: Trentham.Google Scholar
  3. Berg, Christopher W. 2019. Why Study History?: An Examination of Undergraduate Students’ Notions and Perceptions About History. Historical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education 6 (1): 54–71. http://hej.hermes-history.net
  4. Berg, Christopher, and Theodore Christou. 2017. History and the Public Good: American Historical Association Presidential Addresses and the Evolving Understanding of History Education. Curriculum History 17 (1): 37–55.Google Scholar
  5. Calder, Lendol. 2006. Uncoverage: Towards a Signature Pedagogy for the History Survey. The Journal of American History 92 (4): 1358–1370.CrossRefGoogle Scholar
  6. Case, Roland. 1992. Educational Reform in British Columbia: Bold Vision, Flawed Design. Journal of Curriculum Studies 24 (4): 381–387.CrossRefGoogle Scholar
  7. ———. 1994. Our Crude Handling of Educational Reforms: The Case of Curricular Integration. Canadian Journal of Education 19 (1): 80–93.CrossRefGoogle Scholar
  8. Dewey, John. 1965. The Relation of Theory to Practice in Education. In Teacher Education in America: A Documentary History, ed. M.L. Borrowman. New York: Teachers College Press.Google Scholar
  9. Educational News. 1933. The Canadian School Journal, November.Google Scholar
  10. Epstein, Terrie, and Carla L. Peck, eds. 2017. Teaching and Learning Difficult Histories in International Contexts: A Critical Sociocultural Approach. New York: Routledge.Google Scholar
  11. Fullan, Michael. 2010. Are We on the Right Track. Education Canada 38 (3): 4–7.Google Scholar
  12. Girard, Brian, and Lauren MacArthur Harris. 2013. Considering World History as a Space for Developing Global Citizenship Competencies. The Educational Forum 77: 438.CrossRefGoogle Scholar
  13. Goldring, C.C. 1933. The Work of a Principal. Educational Courier, June.Google Scholar
  14. Gottshalk, Louis. 1954. A Professor of History in a Quandary. The American Historical Review 59 (2): 273–286.CrossRefGoogle Scholar
  15. Harris, Lauren MacArthur. 2014. Making Connections for Themselves and Their Students: Examining Teachers’ Organization of World History. Theory and Research in Social Education 42 (3): 336–374.CrossRefGoogle Scholar
  16. Inspector’s Report. 1931. The Annual Report of the Minister of Education to the Government of Ontario.Google Scholar
  17. Kaestle, Carl. 1985. Education Reform and the Swinging Pendulum. Phi Delta Kappan 66 (6): 422–423.Google Scholar
  18. Kliebard, Herbert. 2004. The Struggle for the American Curriculum, 1893–1958. New York: RoutledgeFalmer.CrossRefGoogle Scholar
  19. Lee, Peter. 1996. None of Us Was There. In Historiedidaktik I Norden 6, Historiemedvetandet – teori och praxis, ed. Sirkka Ahonen et al. Danmarks Lærerhøjskole: Institut for Humanistiske Fag.Google Scholar
  20. Lipmann, Walter. 1914. Drift and Mastery. New York: Macmillan.Google Scholar
  21. Loewen, James W. 2007. Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. New York: Touchstone.Google Scholar
  22. Lortie, Dan. 1975. Schoolteacher: A Sociological Study. Chicago: University of Chicago Press.Google Scholar
  23. McDiarmid, G. Williamson, and Peter Vinten-Johansen. 2000. A Catwalk Across the Great Divide: Redesigning the History Teaching Methods Course. In Knowing, Teaching, and Learning History: National and International Perspectives, ed. Peter Stearns, Peter Seixas, and Sam Wineburg, 156–177. New York: New York University Press.Google Scholar
  24. Monte-Sano, Chauncey, and Christopher Budano. 2013. Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers’ Growth Over Three Years. Journal of the Learning Sciences 22 (2): 171–211.CrossRefGoogle Scholar
  25. Paxton, Robert J. 2002. The Influence of Author Visibility on High School Students Solving a Historical Problem. Cognition and Instruction 20 (2): 197–248.CrossRefGoogle Scholar
  26. Peterson, Andrew. 2016. Different Battlegrounds, Similar Concerns? The ‘History Wars’ and the Teaching of History in Australia and England. Compare: A Journal of Comparative and International Education 46 (6): 861–881.CrossRefGoogle Scholar
  27. Powell, Dave. 2018. Brother, Can You Paradigm? Toward a Theory of Pedagogical Content Knowledge in Social Studies. Journal of Teacher Education 69 (3): 252–262.CrossRefGoogle Scholar
  28. Ragland, Rachel G. 2015. Sustaining Changes in History Teachers’ Core Instructional Practices: Impact of Teaching American History Ten Years Later. The History Teacher 48 (4): 609–640.Google Scholar
  29. Rüsen, Jörn. 1987. Functions of Historical Narration – Proposals of a Strategy of Legitimating History in School. In Historiedidaktik I Norden 3, ed. Nils Gruvberger et al., 19–40. Bergen: Lærerhøgskole.Google Scholar
  30. Seixas, Peter. 2012. The Big Six Historical Thinking Concepts. Toronto: Nelson.Google Scholar
  31. Shimizu, Kokichi. 2001. The Pendulum of Reform: Educational Change in Japan from the 1990s Onwards. Journal of Educational Change 2 (3): 193–205.CrossRefGoogle Scholar
  32. Shulman, Lee S. 1986. Those Who Understand: Knowledge Growth in Teaching. Educational Researcher 15 (2): 1–14.CrossRefGoogle Scholar
  33. ———. 1998. Theory, Practice, and the Education of Professionals. The Elementary School Journal 98 (5, Special Issue): 511–526. John Dewey: The Chicago Years.Google Scholar
  34. ———. 2005. Signature Pedagogies in the Professions. Daedalus 134 (3): 52–59.CrossRefGoogle Scholar
  35. Stamp, Robert. 1982. The Schools of Ontario, 1876–1976. Toronto: University of Toronto Press.CrossRefGoogle Scholar
  36. Stearns, Peter N., Peter Seixas, and Sam Wineburg, eds. 2000. Knowing, Teaching, and Learning History: National and International Perspectives. New York: New York University Press.Google Scholar
  37. Taylor, Tony, and Robert Guyver, eds. 2012. History Wars and the Classroom: Global Perspectives. Charlotte: Information Age Publishing.Google Scholar
  38. Vella, Yosanne. 1999. Heritage and National Identity in Maltese Schools. Heritage and National Identity Bulletin Nr 12. European Standing Conference of History Teachers’ Associations, EuroClio.Google Scholar
  39. ———. 2010. Some General Indications on Pupils’ Historical Thinking. International Journal of Historical Learning, Teaching and Research 9 (2): 94–99. Heirnet.Google Scholar
  40. ———. 2011. The Gradual Transformation of Historical Situations: Understanding ‘Change and Continuity’ Through Colours and Timelines. Teaching History (Issue 144): 16–23. The Historical Association.Google Scholar
  41. Wertsch, James V. 2004. Specific Narratives and Schematic Narrative Templates. In Theorizing Historical Consciousness, ed. Peter Seixas, 49–62. Toronto: University of Toronto Press.Google Scholar
  42. Whitehead, Alfred North. 1929. The Aim of Education, and Other Essays. Vol. 42, 58. New York: Macmillan Co.Google Scholar
  43. Wineburg, Sam. 2018. Why Learn History? (When It’s Already on Your Phone). Chicago: University of Chicago Press.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2020

Authors and Affiliations

  1. 1.Faculty of EducationQueen’s UniversityKingstonCanada
  2. 2.Department of Liberal ArtsRocky Mountain College of Art + DesignDenverUSA
  3. 3.The Richard W. Riley College of Education and LeadershipWalden UniversityMinneapolisUSA

Personalised recommendations