| Description |
1 online resource (317 pages) |
| Contents |
Cover; Half Title; Title; Copyright; Contents; List of Contributors; A Foreword on Inheritance: Difficult History in Difficult Times; Introduction: What Makes Difficult History Difficult?; Part I Theorizing the Teaching and Learning of Difficult Histories; 1 Teaching Difficult Histories: The Need for a Dynamic Research Tradition; 2 Contextual Gatekeeping: Teacher Decision-Making in Multiple and Overlapping Milieus; 3 Sublime Understanding: Cultivating the Emotional Past; Part II Teaching Difficult History; 4 An Inquiry-Based Curriculum Design for Difficult History |
|
5 Ethical Judgments About the Difficult Past: Observations From the Classroom6 When Past and Present Collide: Dilemmas in Teaching the History of the Israeli-Palestinian Conflict; 7 Warts, Polyps, Blisters, and All? Problems in Learning to Teach a Provocative Past in a Troubling Way; 8 Güeras, Indígenas y Negros: A Framework for Teaching Mexican American Racial/Ethnic Histories; 9 Betrayal, Conversion, and Complicity in the Middle East Classroom; Part III Learning Difficult Histories |
|
10 Soft or Hard Biculturalism and Beyond: How New Zealand Adolescents Construct Contemporary Significance of the Nation's Founding Document11 History Education, National Identity, and the Road to Brexit; 12 "I Need to Hear a Good Ending": How Students Cope With Historical Violence; 13 The Myth of "Black Confederates": Beliefs of Students and Implications for History Educators; 14 "We've Been Screwed": French Québecers and Their Past; 15 Student Motivation to Confront Difficult Local History; 16 Sweetening the Past: Selling Heritage at Knott's Berry Farm |
|
17 Learning History Through Culture: The Krakow Jewish FestivalAfterword: What's Difficult About Difficult History?; Index |
| Summary |
Building upon the theoretical foundations for the teaching and learning of difficult histories in social studies classrooms, this edited collection offers diverse perspectives on school practices, curriculum development, and experiences of teaching about traumatic events. Considering the relationship between memory, history, and education, this volume advances the discussion of classroom-based practices for teaching and learning difficult histories and investigates the role that history education plays in creating and sustaining national and collective identities |
| Notes |
Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force. WlAbNL |
|
Print version record |
| Subject |
History -- Study and teaching -- Moral and ethical aspects
|
|
Social sciences -- Study and teaching.
|
|
Social sciences and history.
|
|
Psychic trauma.
|
|
Collective memory.
|
|
apartheid.
|
|
collective memory.
|
|
contested history.
|
|
difficult histories.
|
|
genocide.
|
|
historical consciousness.
|
|
historical narratives.
|
|
history education.
|
|
holocaust.
|
|
imagined communities.
|
|
Luke Terra.
|
|
Magdalena H. Gross.
|
|
national history.
|
|
national victimhood.
|
|
official history.
|
|
post-conflict society.
|
|
social studies.
|
|
state narrative.
|
|
war history.
|
|
Collective memory.
|
|
Psychic trauma.
|
|
Social sciences and history.
|
|
Social sciences -- Study and teaching.
|
| Form |
Electronic book
|
| Author |
Terra, Luke
|
| ISBN |
9781351616683 |
|
1351616684 |
|
9781351616676 |
|
1351616676 |
|
