Mario Carretero – författare

Providing the first volume-length exploration of the role that dialogue can play in history education classrooms, this book explores the socio-cultural, psychological, and digital dimensions of dialogic practice to promote research into historical thinking, historical consciousness, and critical thinking in educational settings.

This book’s novel approach is in its analysis of dialogical processes in various international and intercultural educational contexts; chapters compare Israeli and Palestinian textbooks and classroom discussion and explore teachers’ challenges to shift monologic school culture, as well as approaches to enhancing dialogic practices both in US contexts and in several EU countries. Each case study provides an insight into the nature of dialogue as both shared historical inquiry and cultural practice. How can dialogue be promoted, and through what mechanisms? In what ways can dialogue contribute to democratic societies’ thriving and dealing with and overcoming conflicts about different views on the past? Ultimately, the book looks to foster a nuanced and complex understanding of history, prompting consideration of different perspectives and a collective approach to overcoming troubled pasts and trauma.

Featuring a truly international set of contributions from established and emerging scholars, this book will appeal to scholars, researchers, and postgraduate students interested in the history of education, education policy and politics, and historiography more broadly. This book was made possible with the support of the EU project www.making-histories.eu (10108606), coordinated by the first author.

Providing the first volume-length exploration of the role that dialogue can play in history education classrooms, this book explores the socio-cultural, psychological, and digital dimensions of dialogic practice to promote research into historical thinking, historical consciousness, and critical thinking in educational settings.

This book’s novel approach is in its analysis of dialogical processes in various international and intercultural educational contexts; chapters compare Israeli and Palestinian textbooks and classroom discussion and explore teachers’ challenges to shift monologic school culture, as well as approaches to enhancing dialogic practices both in US contexts and in several EU countries. Each case study provides an insight into the nature of dialogue as both shared historical inquiry and cultural practice. How can dialogue be promoted, and through what mechanisms? In what ways can dialogue contribute to democratic societies’ thriving and dealing with and overcoming conflicts about different views on the past? Ultimately, the book looks to foster a nuanced and complex understanding of history, prompting consideration of different perspectives and a collective approach to overcoming troubled pasts and trauma.

Featuring a truly international set of contributions from established and emerging scholars, this book will appeal to scholars, researchers, and postgraduate students interested in the history of education, education policy and politics, and historiography more broadly. This book was made possible with the support of the EU project www.making-histories.eu (10108606), coordinated by the first author.

This volume is a direct result of an international conference that brought together a number of scholars from Europe and the United States to discuss their ideas and research about cognitive and instructional processes in history and the social sciences. As such, it fills a major gap in the study of how people learn and reason in the context of particular subject matter domains and how instruction can be improved in order to facilitate better learning and reasoning. Previous cognitive work on subject matter learning has been focused primarily upon mathematics and physics; the present effort provides the first such venture examining the history and social science domains from a cognitive perspective. The different sections of the book cover topics related to comprehension, learning, and instruction of history and the social sciences, including: *the development of some social sciences concepts, *the teaching of social sciences -- problems and questions arising from this cognitive perspective of learning, *the comprehension and learning from historical texts, *how people and students understand historical causality and provide explanations of historical events, and *the deduction processes involved in reasoning about social sciences contents. This volume will be useful for primary and secondary school teachers and for cognitive and instructional researchers interested in problem solving and reasoning, text comprehension, domain-specific knowledge acquisition and concept development.

This volume is a direct result of an international conference that brought together a number of scholars from Europe and the United States to discuss their ideas and research about cognitive and instructional processes in history and the social sciences. As such, it fills a major gap in the study of how people learn and reason in the context of particular subject matter domains and how instruction can be improved in order to facilitate better learning and reasoning. Previous cognitive work on subject matter learning has been focused primarily upon mathematics and physics; the present effort provides the first such venture examining the history and social science domains from a cognitive perspective. The different sections of the book cover topics related to comprehension, learning, and instruction of history and the social sciences, including: *the development of some social sciences concepts, *the teaching of social sciences -- problems and questions arising from this cognitive perspective of learning, *the comprehension and learning from historical texts, *how people and students understand historical causality and provide explanations of historical events, and *the deduction processes involved in reasoning about social sciences contents. This volume will be useful for primary and secondary school teachers and for cognitive and instructional researchers interested in problem solving and reasoning, text comprehension, domain-specific knowledge acquisition and concept development.

This volume comprises a broad interdisciplinary examination of the many different approaches by which contemporary scholars record our history. The editors provide a comprehensive overview through thirty-eight chapters divided 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. This unique text integrates contributions of researchers from history, education, collective memory, museum studies, heritage, social and cognitive psychology, and other social sciences, stimulating an interdisciplinary dialogue. Contributors come from various countries of Northern and Southern America, Europe and Asia, providing an international perspective that does justice to the complexity of this field of study. The Palgrave Handbook of Research in Historical Culture and Education provides state-of-the-art research, focussing on how citizens and societies make sense of the past through different ways of representing it.

How is history represented? As just a record of the past, as a part of a present identity or as future goals? This book explores how historical contents and narratives are presented in school textbooks and other cultural productions (museums, monuments, etc) and also how they are understood by students, in the context of increasing globalization. In these contemporary conditions, the relation between history learning processes, in and out of school, and the construction of national identities presents an ever more important topic. It is being studied by looking at the appropriation of historical narratives, which are frequently based on the official history of a nation state. Most of the chapters in this volume are educational studies about how the learning of history takes place in school settings of different countries such as Canada, France, Germany, Latin America, Spain, the Netherlands, the United Kingdom and the United States.

Covering such a broad sample of cultural and national contexts, they provide a rich reflection on history as a subject related to patriotism, cosmopolitanism, both or neither.

This book reflects on how teachers and students use new technologies in classroom settings in order to improve the capacity of teaching and learning in history to successfully meet the challenges of the twenty-first century through a complex understanding of the relation between past and present. Key authors in the field from Europe and the Americas present a comprehensive overview of the central questions at the heart of the book. They contribute to this process of reflection by taking diverse methodological, pedagogical and conceptual approaches to analyse the ways in which digital tools could advance the development of historical comprehension in the fields of formal and informal history education in different settings as schools, museums, exhibitions, sites of memory, videogames and films.

Drawing together a disciplinary diversity that approaches the topic from the viewpoints of collective memory, global history, historical thinking and historical consciousness, the book’scutting-edge content offers interested academics and practitioners with a broad-based view on the current state of debate in this area, examined via theoretical exploration in-depth case analysis.