Abstract
In the Introduction Carretero, Berger and Grever present an overview of the main issues that are currently discussed in relation to historical culture and history education. They introduce the 38 chapters of the Palgrave Handbook of Research in Historical Culture and Education written by scholars from the Americas, Europe and Asia, providing an international and global perspective on these matters. The Handbook is organized into four parts: (a) Historical Culture and Public Uses of History; (b) The Appeal of the Nation in History Education of Postcolonial Societies; (c) Reflections on History Learning and Teaching; (d) Educational Resources: Curricula, Textbooks and New Media. The Introduction also explains the interdisciplinary approach of the Handbook, evidenced by contributions from History, Education, Social and Cognitive Psychology and other Social Sciences.
This paper has been written with the support of Projects EDU2013-42531P and EDU2015-65088-P from the DGICYT (Ministry of Education, Spain) and also the Project PICT2012-1594 from the ANPCYT (Argentina) coordinated by the first author. Also this work was conducted within the framework of COST Action IS1205 “Social psychological dynamics of historical representations in the enlarged European Union”.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Alexander, R. (2008). Towards Dialogic Teaching: Rethinking Classroom Talk. York: Dialogos.
Anderson, M. (1996). Imposters in the Temple: A Blueprint for Improving Higher Education in America. Stanford, CA: Hoover Institution Press.
Apple, M. W., & Christian-Smith, L. K. (Eds.). (1991). The Politics of the Textbook. New York: Routledge.
Aronsson, P., & Elgenius, G. (Eds.). (2015). National Museums and Nation-Building in Europe 1750–2010. London: Routledge.
Bakhtin, M. (1986). Speech Genres and Other Late Essays. Austin: University of Texas.
Bauman, Z. (2006). Liquid Times: Living in an Age of Uncertainty. London: Polity.
Berger, S. (2012). De-nationalizing History Teaching and Nationalizing It Differently! Some Reflections on How to Defuse the Negative Potential of National(ist) History Teaching. In M. Carretero, M. Asensio, & M. Rodríguez-Moneo (Eds.), History Education and the Construction of National Identities (pp. 33–48). Charlotte, NC: Information Age Publishing.
Berger, S. (Ed.). (2016). Historians as Engaged Intellectuals. Oxford: Berghahn Books.
Berger, S., Eriksonas, L., & Mycock, A. (2008). Narrating the Nation. Representations in History, Media and the Arts. New York: Berghahn Books.
Berger, S., Lorenz, C., & Melman, B. (Eds.). (2012). Popularizing National Pasts. 1800 to the Present. New York: Routledge.
Bermúdez, A. (2015). Four Tools for Critical Inquiry. History, Social Studies, and Civic Education. Revista de Estudios Sociales, 52, 102–118.
Bijl, P. (2012). Colonial Memory and Forgetting in the Netherlands and Indonesia. Journal of Genocide Research, 14(3–4), 441–461.
Billig, M. (1995). Banal Nationalism. London: Sage.
Black, J. (2005). Using History. London: Hodder Arnold.
Bransford, J., & Donovan, S. (Eds.). (2005). How Students Learn: History, Math, and Science in the Classroom. Washington, DC: National Academies.
Burke, P. (2001). Eyewitnessing. The Uses of Images as Historical Evidence. London: Reaktion.
Burke, P. (2005). History and Social Theory (2nd ed.). Cornell: Cornell University Press.
Carretero, M. (2011). Constructing Patriotism. Teaching History and World Memories in Global Worlds. Charlotte, NC: Information Age Publishing.
Carretero, M., & Lee, P. M. (2014). History Learning. In K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (2nd ed., pp. 587–604). Cambridge: Cambridge University Press.
Carretero, M., & Voss, J. F. (Eds.). (1994). Cognitive and Instructional on History and Social Sciences. Hillsdale, NJ: Erlbaum.
Carretero, M., Asensio, M., & Rodriguez-Moneo, M. (Eds.). (2012). History Education and the Construction of National Identities. Charlotte, NC: Information Age Pub.
Carretero, M., Haste, H., & Bermúdez, A. (2016). Civic Education. In L. Corno & E. Anderman (Eds.), Handbook of Educational Psychology (pp. 295–308). New York: Routledge.
Cercadillo, L. (2006). “Maybe They Haven’t Decided Yet What Is Right”. English and Spanish Perspectives on Teaching Historical Significance. Teaching History, 125, 6–10.
De Groot, J. (2009). Consuming History. Historians and Heritage in Contemporary Popular Culture. Oxon: Routledge.
Dickinson, A. K., Lee, P. J., & Rogers, P. J. (Eds.). (1984). Learning History. London: Heinemann.
Epstein, T. (2009). Interpreting National History. Race, Identity, and Pedagogy in Classrooms and Communities. London: Routledge.
Ercikan, K., & Seixas, P. (Eds.). (2015). New Directions in Assessing Historical Thinking. London: Routledge.
Foster, S. J., & Crawford, K. A. (Eds.). (2006). What Shall We Tell the Children? International Perspectives on School History Textbooks. Greenwich, CT: Information Age Publishing.
Freedman, E. (2015). “What Happened Needs to Be Told”: Fostering Critical Historical Reasoning in the Classroom. Cognition and Instruction, 33(4), 357–398.
Ghandi, L. (1998). Postcolonial Theory: A Critical Introduction. New York: Columbia University Press.
Granatstein, J. L. (1998). Who Killed Canadian History? Toronto: HarperCollins.
Grever, M. (2007). Plurality, Narrative and the Historical Canon. In M. Grever & S. Stuurman (Eds.), Beyond the Canon. History for the Twenty-First Century (pp. 31–47). Basingstoke: Palgrave Macmillan.
Grever, M. (2009). Fear of Plurality. Historical Culture and Historiographical Canonization in Western Europe. In A. Epple & A. Schaser (Eds.), Gendering Historiography: Beyond National Canons (pp. 45–62). Frankfurt and New York: Campus Verlag.
Grever, M. (2012). Dilemmas of Common and Plural History: Reflections on History Education and Heritage in a Globalizing World. In M. Carretero, M. Asensio, & M. Rodriguez-Moneo (Eds.), History Education and the Construction of National Identities (pp. 75–91). Charlotte, NC: Information Age Publishing.
Grever, M., & Jansen, H. (Eds.). (2001). De ongrijpbare tijd. Temporaliteit en de constructie van het verleden [The Elusive Time. Temporality and the Construction of the Past]. Hilversum: Verloren.
Grever, M., & Ribbens, K. (2004). De canon onder de loep (The Canon Under the Microscope). Kleio, 7, 2–7.
Grever, M., & Stuurman, S. (Eds.). (2007). Beyond the Canon. History for the Twenty-First Century. Basingstoke: Palgrave Macmillan.
Grever, M., De Bruijn, P., & Van Boxtel, C. (2012). Negotiating Historical Distance. Or, How to Deal with the Past as a Foreign Country in Heritage Education. Paedagogica Historica, 48, 873–887.
Haydn, T. (2012). Longing for the Past. Politicians and the History Curriculum in English Schools, 1988–2010. Journal of Education, Media, and Society, 4(1), 7–25.
Hein, L., & Selden, M. (Eds.). (2000). Censoring History. New York, NY: East Gate.
Hsiao, Y. (2005). Taiwanese Students’ Understanding of Differences in History Textbook Accounts. In R. Ashby, P. Gordon, & P. J. Lee (Eds.), Understanding History: Recent Research in History Education (pp. 49–61). London: Routledge.
Jansen, H. (2010). Triptiek van de tijd. Geschiedenis in drievoud [Triptych of Time. History in Triplicate]. Nijmegen: Vantilt.
Kienhues, D., & Bromme, E. (2011). Beliefs About Abilities and Epistemic Beliefs—Aspects of Cognitive Flexibility in Information Rich Environments. In J. Elen, E. Stahl, R. Bromme, & G. Clarebout (Eds.), Links Between Beliefs and Cognitive Flexibility: Lessons Learned (pp. 105–124). New York: Springer.
Kirkby, D., & Coleborne, C. (Eds.). (2001). Law, History, Colonialism. The Reach of Empire. Manchester: Manchester University Press.
Knell, S. J., Aronsson, P., Amundseb, A. B., Barnes, A. J., Burch, S., Carter, J., et al. (Eds.). (2011). National Museums. New Studies around the World. London: Routledge.
Köster, M., Thunemann, H., & Zülsdorf-Kersting, M. (Eds.). (2014). Researching HistoryEducation. International Perspectives and Disciplinary Tradition (Geschichtsunterricht erforschen, vol. 4). Schwalbach/Ts.
Landy, M. (2001). The Historical Film. History and Memory in Media. London: Athlone.
Legêne, S. (2010). Spiegelreflex. Culturele sporen van de koloniale ervaring [Mirror Reflection. Cultural Traces of the Colonial Experience]. Amsterdam: Bert Bakker.
Lindaman, D., & Ward, K. (2006). History Lessons: How Textbooks from Around the World Portray U.S. History. New York: New Press.
Lopez, C., Carretero, M., & Rodriguez-Moneo, M. (2015). Conquest or Reconquest? Students’ Conceptions of Nation Embedded in a Historical Narrative. Journal of the Learning Sciences, 24(2), 252–285.
Lorenz, C. (2008). Myth Making and Myth Breaking. In S. Berger, L. Eriksonas, & A. Mycock (Eds.), Narrating the Nation: Representations in History, Media and the Arts (pp. 35–55). Oxford: Berghahn Books.
Lowenthal, D. (1998). The Heritage Crusade and the Spoils of History. Cambridge: Cambridge University Press.
Lowenthal, D. (2015). The Past is a Foreign Country—Revisited. Cambridge: Cambridge University Press.
Macdonald, S. (2013). Memorylands: Heritage and Identity in Europe Today. London: Routledge.
Macintyre, S., & Clark, A. (2004). The History Wars. Melbourne: Melbourne University Publishing.
Moscovici, S. (2001). Social Representations. Explorations in Social Psychology. New York: New York University Press.
Porciani, I. (2012). National Museums. In I. Porciani & J. Tollebeek (Eds.), Setting the Standards: Institutions, Networks and Communities of National Historiography. Basingstoke: Palgrave Macmillan.
Porciani, I., & Tollebeek, J. (Eds.). (2012). Setting the standards: Institutions, networks and communities of national historiography. Basingstoke: Palgrave Macmillan.
Retz, T. (2015). At the Interface: Academic History, School History and the Philosophy of History. Journal of Curriculum Studies. doi:10.1080/00220272.2015.1114151.
Rigney, A. (2010). When the Monograph Is No Longer the Medium. Historical Narrative in the Online Age. History and Theory, 49, 100–117.
Rüsen, J. (2004). Historical Consciousness: Narrative Structure, Moral Function, and Ontogenetic Development. In P. Seixas (Ed.), Theorizing Historical Consciousness (pp. 63–85). Toronto: University of Toronto Press.
Rüsen, J. (2005). History. Narration—Interpretation—Orientation. Oxford: Berghahn Books.
Seixas, P. (2004). Introduction. In P. Seixas (Ed.), Theorizing Historical Consciousness (pp. 3–20). Toronto: University of Toronto Press.
Seixas, P. (2015a). A Model of Historical Thinking. Educational Philosophy and Theory. doi:10.1080/00131857.2015.1101363.
Seixas, P. (2015b). Translation and Its Discontents: Key Concepts in English and German History Education. Journal of Curriculum Studies, 47(6), 1–13.
Seixas, P., & Morton, T. (2013). The Big Six. Historical Thinking Concepts. Toronto: Nelson Education.
Shemilt, D. (1984). Beauty and the Philosopher: Empathy in History and in Classroom. In A. Dickinson, P. Lee, & P. Rogers (Eds.), Learning History (pp. 39–84). London: Heinemann.
Shepard, A., & Walker, G. (Eds.). (2009). Gender and Change. Agency, Chronology and Periodisation. Oxford: Wiley Blackwell.
Shorto, R. (2010, February 11). How Christian Were the Founders? New York Times Magazine. Retrieved January 11, 2016, from www.russellshorto.com/articlearticle/christian-founders-2/
Smith, B. G. (1998). The Gender of History. Men, Women, and Historical Practice. Cambridge, MA: Harvard University Press.
Stoler, A. L. (1995). Race and the Education of Desire: Foucault’s History of Sexuality and the Colonial Order of Things. Durham: Duke University Press.
Taylor, T., & Guyver, R. (Eds.). (2012). History Wars and the Classroom: Global Perspectives. Charlotte, NC: Information Age Publishing.
Torstendahl, R. (2015). The Rise and Propagation of Historical Professionalism. London: Routledge.
Van Stipriaan, A. (2007). Disrupting the Canon: The Case of Slavery. In M. Grever & S. Stuurman (Eds.), Beyond the Canon. History for the Twenty-First Century (pp. 205–219). Basingstoke: Palgrave Macmillan.
Vosniadou, S. (Ed.). (2013). International Handbook of Research on Conceptual Change (2nd ed.). New York: Routledge.
Voss, J. F., & Carretero, M. (Eds.). (2000). Learning and Reasoning in History. London: Routledge.
Weiner, M. (2014). (E)Racing Slavery: Racial Neoliberalism, Social Forgetting, and Scientific Colonialism in Dutch Primary School History Textbooks. Du Bois Review, 11(2), 329–351.
Wertsch, J. (2004). Specific Narratives and Schematic Narrative Templates. In P. Seixas (Ed.), Theorizing Historical Consciousness (pp. 49–62). Toronto: University of Toronto Press.
Wilschut, A. (2009). Canonical Standards or Oriental Frames of Reference? The Cultural and the Educational Approach to the Debate About the Standards in History Teaching. In L. Symcox & A. Wilschut (Eds.), National History Standards. The Problem of the Canon and the Future of Teaching History (pp. 117–140). Charlotte, NC: Information Age Publishing.
Windschuttle, K. (1994). The Killing of History: How a Discipline Is Being Murdered by Literary Critics and Social Theorists. Paddington, NSW: Macleay.
Wineburg, S. (1991). On the Reading of Historical Texts: Notes on the Breach Between School and Academy. American Educational Research Journal, 28, 495–519.
Wineburg, S. (2001). Historical Thinking and Other Unnatural Acts. Charting the Future of Teaching the Past. Philadelphia, PA: Temple University Press.
Wineburg, S., & Fournier, J. (1994). Contextualized Thinking in History. In M. Carretero & J. F. Voss (Eds.), Cognitive and Instructional on History and Social Sciences (pp. 285–307). Hillsdale, NJ: Erlbaum.
Winter, J. (2010). The Performance of the Past: Memory, History, Identity. In K. Tilmans, F. van Vree, & J. Winter (Eds.), Performing the Past. Memory, History, and Identity in Europe (pp. 11–23). Amsterdam: Amsterdam University Press.
Wintle, M. (2009). The Image of Europe. Visualizing Europe in Cartography and Iconography Throughout the Ages. Cambridge: Cambridge University Press.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Copyright information
© 2017 The Author(s)
About this chapter
Cite this chapter
Carretero, M., Berger, S., Grever, M. (2017). Introduction: Historical Cultures and Education in Transition. In: Carretero, M., Berger, S., Grever, M. (eds) Palgrave Handbook of Research in Historical Culture and Education. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-52908-4_1
Download citation
DOI: https://doi.org/10.1057/978-1-137-52908-4_1
Published:
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-137-52907-7
Online ISBN: 978-1-137-52908-4
eBook Packages: HistoryHistory (R0)