The palgrave handbook of history and social studies education

Abstract

“This handbook’s comparative approach to examining history education and its excellent theoretical underpinning in terms of education theory, historiography, and the pedagogy of history combine to produce a sophisticated handbook that will benefit practitioners while stimulating further research in the field.” —Stephen Morillo, Charles Boal Ewing Chair in Military History, United States Military Academy at West Point, USA “Based across and within local, national, and international contexts, this book will help to generate reflections on the links between research and professional development. The examples and discussions of innovative practice provide insights into the culture wars that underpin good work in history education for beginning and experienced professionals, researchers, and others.” —Ian Davies, Professor of Education, University of York, UK “In a world where the politicized use andabuse of history education and social studies in the modern state has become a constantly changing phenomenon and where researchknowledge in the field of history education is constantly developing, the editors of this volume gathered together a remarkably fine international team of authors who have produced a fresh, carefully organized, and educative collection of chapters in which they present their latest situation reports, analyses, and forecasts for the future.” —Tony Taylor, Former Director of the National Centre for History Education, Australia This Handbook presents an international collection of essays examining history education past and present. Framing recent curriculum reforms in Canada and in the United States in light of a century-long debate between the relationship between theory and practice, this collection contextualizes the debate by exploring the evolution of history and social studies education within their state or national contexts. With contributions ranging from Canada, Finland, New Zealand, Sweden, the Netherlands, the Republic of South Africa, the United Kingdom, and the United States, chapters illuminate the ways in which curriculum theorists and academic researchers are working with curriculum developers and educators to translate and refine notions of historical thinking or inquiry as well as pedagogical practice.