Zu "Joanna Wojdon" wurden 5 Titel gefunden
The International Journal of Research on History Didactics, History Education, and History Culture. Yearbook of the International Society for History Didactics (JHEC) is the official journal of the International Society for History Didactics. The journal is issued once a year and publishes peer reviewed papers in English. The abstracts are tri-lingual (English, French, German). The tradition of the journal goes back to the year 1980. The leading topic of 2020 issue of JHEC is Migration in History Education. Despite the fact that migrations have been part of human experience all over the world from the most ancient until the most recent times, the way they are dealt with in history education is often less than satisfactory, both in terms of teaching (any) history to immigrant children and of presenting (to all the students) migrations from the past. The model of “sedentary society” seems to be universally promoted by school. Current political debates dominate over critical historical research in shaping teaching units and the old schemata are hard to eradicate. The papers in the Forum section concentrate on the issues related to developments of contemporary history didactics and its impact on teachers’ practices in various social and national contexts of Africa, Europe and Australia. The book review section is expanding. ** Mit der Bestellung eines Titels zur Fortsetzung erhalten Sie diesen Titel sowie alle künftigen Titel der entsprechenden Reihe direkt nach Erscheinen zugesandt.Ein weiterer Vorteil: Sie sparen rund 20 Prozent gegenüber der Einzelbestellung. Der Fortsetzungsbezug ist jederzeit kündbar - eine kurze Mitteilung an uns genügt!
Is history education part of public history? Can it profit from public history strategies of dealing with the public? How does it incorporate public history into the teaching-learning process? How does it deal with public history products, such as museum exhibitions, tours, history-related fiction and comic books, movies and games? Or maybe public history is a form of history didactics and can use its conceptual models in the process of developing its own? How are both related to academic history, to historical memory and culture and how do they influence them? These are just some questions addressed in the 2018 issue of JHEC "Public History and History Education". The Forum section provides snapshots on crucial topics of didactical research in selected countries: curricula, textbook production and contents, and school practice in the process of changes. The issue closes with the theoretical reflection by Wolfgang Hasberg on periodization in history and history education. ** Mit der Bestellung eines Titels zur Fortsetzung erhalten Sie diesen Titel sowie alle künftigen Titel der entsprechenden Reihe direkt nach Erscheinen zugesandt. Ein weiterer Vorteil: Sie sparen rund 20 Prozent gegenüber der Einzelbestellung. Der Fortsetzungsbezug ist jederzeit kündbar - eine kurze Mitteilung an uns genügt!
Perceptions and images of the Cold War as they appear in textbooks, in the classroom but also in public and in the scientific discourse are topic of this volume “Remembering and Recounting the Cold War – Commonly Shared History?“. These perceptions and images are particularly interesting because they are part of the communicative memory and are thus in the process of undergoing change. It is also the task of history didactics, here understood as a science concerned with investigating, theorizing on and staging the way of how people and societies deal with history and memories, to describe, to analyze and to interpret such moldings of teaching cultures, memory cultures and, of course, individual and collective views of this era.
The International Journal of Research on History Didactics, History Education, And History Culture (JHEC) is the Yearbook of the International Society for History Didactics. Its 2016 issue focuses on two main themes: Nostalgia in historical consciousness and culture and Developing creative interactions of local, national, and global topics of history education. The articles in both sections focus both on the theoretical concepts and on practical issues from various countries and research perspectives. The Forum section comes back to the themes of the past issues: colonialism and decolonization was the main topic of the Yearbook of 2014, while edutainment was discussed in 2015. The presentation of the use of mainstream historical films in the history classroom closes the volume.
The 2012 conference of the International Society for History Didactics in Kazan was organized in cooperation with Centre of History and Theory of National Education, Institute of History under the Tatarstan Academy of Sciences thanks to the efforts of Marat Gibatdinov. Most articles in this volume are based on the papers presented there. They analyze different aspects of cultural and religious diversity and its impact on history education – one of the core topics in contemporary history didactics, but also in the public debate. Other articles (published in the ‘Varia’ section), originate from the Lifelong Learning Programme of the European Union ‘EHISTO – European history crossroads as pathways to intercultural and media education’. ‘Yearbook – Jahrbuch – Annales’ presents current research, and the results of projects related to history didactics. As Susanne Popp, the previous editor of the journal, was elected president of the ISHD in 2011, Joanna Wojdon (from the University of Wrocław, Poland) took the position of the managing editor. Terry Haydn (University of East Anglia, Norwich, UK) became a language editor. It makes the journal even more international than before. All the articles accepted for publication underwent rigorous double-blind peer-review process. This is the result of our continuous desire to strengthen the academic position of ‘Yearbook – Jahrbuch – Annales’, facilitate its recognition as a scholarly journal in the countries of our members (and eventually also Europe- and worldwide) and to open it for readers and contributors from outside of our Society. Different communication channels have been used to promote the call for contributions, including the H-Net platform and the new website of the International Society for History Didactics: www.ishd.co