Identity, Trauma, Sensitive and Controversial Issues in the Teaching of History by Hilary Cooper

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  • Title: Identity, Trauma, Sensitive and Controversial Issues in the Teaching of History
  • Author: Hilary Cooper
  • Category: Other
  • Date: 03/01/17
  • Lenguage: English
  • Pages: unknown
  • ISBN: 9781443884730

 

Ebook description:

History Education is a politically contested topic. It can be utilized to each promote xenophobia and to develop vital pondering, a number of views, and tolerance. Accordingly, this ebook critically examines advanced points and constructivist approaches that make historical past related to college students’ understanding of the trendy world. As such, it has world enchantment particularly in North and South America, Canada, Europe and Asia. The ebook’s authors deal with the main challenges that History Education faces in an period of globalisation, digital revolution and worldwide terror, nationalism and sectarian and non secular battle and warfare. Central to this quantity are controversial points, trauma, and questions of private and nationwide id from a variety of worldwide settings and views. The analysis in this ebook was undertaken by main historical past educators from each continent. Their interdisciplinary analysis represents an vital contribution to the instructing of social sciences, social psychology, civic training programmes, historical past and historical past training in colleges, schools and universities. The ebook presents new approaches to historical past educators in any respect ranges. In addition, the chapters supply potential as required studying for college students to each develop a global perspective and to check and distinction their very own conditions with people who the ebook covers. Section I considers points associated to id; how can historical past training promote social coherence in multicultural societies, in societies divided by sectarianism, or nations adapting to regime modifications, whether or not Communist or Fascist, together with, for instance, South Africa, beforehand Communist nations of Eastern Europe, and earlier dictatorships in South America and Western Europe. It discusses such questions as: How vital is it that college students be taught the content material of historical past via the processes of historic enquiry? What ought to that content material be and who ought to resolve it, educators or politicians? What is the function of textbooks and who ought to write and choose them? Should historical past be taught as a discrete self-discipline or as half of a citizenship or social sciences curriculum? Sections II and III discover methods in which reminiscence of delicate points associated to the previous, to struggle, or to massacres could also be addressed. Are there new methodologies or approaches which make this attainable? How can college students perceive conditions involving intolerance and injustice?

 

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