Terrie Epstein is Professor of Education at Hunter College and the Graduate Center of the City University of New York, USA.Carla L. Peck is Associate Professor of Social Studies Education in the Department of Elementary Education at the University of Alberta, Canada.

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• Introduction: Terrie Epstein and Carla L. PeckSection 1 Re-presentations of Difficult HistoriesChapter 1: Sustainable History Lessons for Post-Conflict Society Sirkka AhonenChapter 2: Teaching the War: Reflections on Popular Uses of Difficult Heritage Maria GreverChapter 3: "Argue the contrary for the purpose of getting a PhD": Revisionist historians, theSingapore government and the Operation Coldstore controversy LOH Kah SengChapter 4: The State and the Volving of Teaching about Apartheid in School History in South Africa, Circa 1994-2016 Johan WassermanCommentary: Peter SeixasSection 2 Teaching and Learning Indigenous HistoriesChapter 5: Teaching and Learning difficult histories: Australia Anna ClarkChapter 6: Pedagogies of Forgetting: Colonial Encounters and Nationhood at New Zealand’s National Museum Joanna KidmanChapter 7: ‘People are still grieving’: Māori and non-Māori adolescent’s perceptions of the Treaty of Waitangi Mark Sheehan, Terrie Epstein, Michael HarcourtChapter 8: "That’s Not My History": The Reconceptualization of Canadian History Education in Nova Scotia Schools Jennifer TinkhamCommentary: Sirkka AhonenSection 3 Teachers and Teaching Difficult HistoriesChapter 9: "On whose side are you?": Difficult histories in the Israeli context Tsafrir GoldbergChapter 10: Teaching History and Educating for Citizenship: Allies or ‘uneasy bedfellows’ in a post-conflict context? Alan McCullyChapter 11: Teacher Understandings of Political Violence Represented in National Histories: The Trail of Tears Narrative Alan Stoskopf and Angela BermudezChapter 12: Teacher Resistance Towards Difficult Histories: The Centrality of Affect in Disrupting Teacher Learning Michalinos ZembylasCommentary: Maria GreverSection 4 History and IdentityChapter 13: Physical and Symbolic Violence Imposed: The Difficult Histories of Lesbian, Gay, and Trans-People J.B. Mayo, Jr.Chapter 14: Learning the "burdening history": Challenges for History Education in Brazil Maria Auxiliadora SchmidtChapter 15: Intersections of Students’ Ethnic Identifications and Understandings of History Carla L. PeckCommentary: Terrie Epstein

Terrie Epstein is Professor of Education at Hunter College and the Graduate Center of the City University of New York, USA.Carla L. Peck is Associate Professor of Social Studies Education in the Department of Elementary Education at the University of Alberta, Canada.

Select Guide Rating

• Introduction: Terrie Epstein and Carla L. PeckSection 1 Re-presentations of Difficult HistoriesChapter 1: Sustainable History Lessons for Post-Conflict Society Sirkka AhonenChapter 2: Teaching the War: Reflections on Popular Uses of Difficult Heritage Maria GreverChapter 3: "Argue the contrary for the purpose of getting a PhD": Revisionist historians, theSingapore government and the Operation Coldstore controversy LOH Kah SengChapter 4: The State and the Volving of Teaching about Apartheid in School History in South Africa, Circa 1994-2016 Johan WassermanCommentary: Peter SeixasSection 2 Teaching and Learning Indigenous HistoriesChapter 5: Teaching and Learning difficult histories: Australia Anna ClarkChapter 6: Pedagogies of Forgetting: Colonial Encounters and Nationhood at New Zealand’s National Museum Joanna KidmanChapter 7: ‘People are still grieving’: Māori and non-Māori adolescent’s perceptions of the Treaty of Waitangi Mark Sheehan, Terrie Epstein, Michael HarcourtChapter 8: "That’s Not My History": The Reconceptualization of Canadian History Education in Nova Scotia Schools Jennifer TinkhamCommentary: Sirkka AhonenSection 3 Teachers and Teaching Difficult HistoriesChapter 9: "On whose side are you?": Difficult histories in the Israeli context Tsafrir GoldbergChapter 10: Teaching History and Educating for Citizenship: Allies or ‘uneasy bedfellows’ in a post-conflict context? Alan McCullyChapter 11: Teacher Understandings of Political Violence Represented in National Histories: The Trail of Tears Narrative Alan Stoskopf and Angela BermudezChapter 12: Teacher Resistance Towards Difficult Histories: The Centrality of Affect in Disrupting Teacher Learning Michalinos ZembylasCommentary: Maria GreverSection 4 History and IdentityChapter 13: Physical and Symbolic Violence Imposed: The Difficult Histories of Lesbian, Gay, and Trans-People J.B. Mayo, Jr.Chapter 14: Learning the "burdening history": Challenges for History Education in Brazil Maria Auxiliadora SchmidtChapter 15: Intersections of Students’ Ethnic Identifications and Understandings of History Carla L. PeckCommentary: Terrie Epstein

Terrie Epstein is Professor of Education at Hunter College and the Graduate Center of the City University of New York, USA.Carla L. Peck is Associate Professor of Social Studies Education in the Department of Elementary Education at the University of Alberta, Canada.

Select Guide Rating

• Introduction: Terrie Epstein and Carla L. PeckSection 1 Re-presentations of Difficult HistoriesChapter 1: Sustainable History Lessons for Post-Conflict Society Sirkka AhonenChapter 2: Teaching the War: Reflections on Popular Uses of Difficult Heritage Maria GreverChapter 3: "Argue the contrary for the purpose of getting a PhD": Revisionist historians, theSingapore government and the Operation Coldstore controversy LOH Kah SengChapter 4: The State and the Volving of Teaching about Apartheid in School History in South Africa, Circa 1994-2016 Johan WassermanCommentary: Peter SeixasSection 2 Teaching and Learning Indigenous HistoriesChapter 5: Teaching and Learning difficult histories: Australia Anna ClarkChapter 6: Pedagogies of Forgetting: Colonial Encounters and Nationhood at New Zealand’s National Museum Joanna KidmanChapter 7: ‘People are still grieving’: Māori and non-Māori adolescent’s perceptions of the Treaty of Waitangi Mark Sheehan, Terrie Epstein, Michael HarcourtChapter 8: "That’s Not My History": The Reconceptualization of Canadian History Education in Nova Scotia Schools Jennifer TinkhamCommentary: Sirkka AhonenSection 3 Teachers and Teaching Difficult HistoriesChapter 9: "On whose side are you?": Difficult histories in the Israeli context Tsafrir GoldbergChapter 10: Teaching History and Educating for Citizenship: Allies or ‘uneasy bedfellows’ in a post-conflict context? Alan McCullyChapter 11: Teacher Understandings of Political Violence Represented in National Histories: The Trail of Tears Narrative Alan Stoskopf and Angela BermudezChapter 12: Teacher Resistance Towards Difficult Histories: The Centrality of Affect in Disrupting Teacher Learning Michalinos ZembylasCommentary: Maria GreverSection 4 History and IdentityChapter 13: Physical and Symbolic Violence Imposed: The Difficult Histories of Lesbian, Gay, and Trans-People J.B. Mayo, Jr.Chapter 14: Learning the "burdening history": Challenges for History Education in Brazil Maria Auxiliadora SchmidtChapter 15: Intersections of Students’ Ethnic Identifications and Understandings of History Carla L. PeckCommentary: Terrie Epstein