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

  • Theodore M. Christou
  • Christopher W. BergEmail author


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?”).


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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

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