Das digitale Archiv als innerschulischer Lernort
Digitale Vergangenheit: “Geschichtsbegehren” neu betrachtet
Eine Geschichts-/Gedächtnis-Matrix für den Geschichtsunterricht
On what grounds do the interventions of school history rest? Why not simply accept “spontaneous” community memory, family myth, commercially produced narratives (e.g., Hollywood cinema) or other state-sponsored memories (e.g., national...
Rassismus – ein kulturwissenschaftliches Totschlagargument?
In the culture of politics and history, racism is a thoroughly over-used term. It belongs neither to political nor to cultural-scientific lines of thought, and its meaning has been poorly defined.
Do kogo należy narracja muzealna czyli o pracy przewodników? | Wem gehört das Museumsnarrativ?
Who owns the museum narrative? The museum and its management, or the public? Is there only one narrative with the management being responsible for its dissemination?
Die Prüfung der Prüfung: Zickzack in Russland | Зигзаги экзаменационной системы в России (ЕГЭ)
The Unified State Examination (ЕГЭ) has become the most significant reform in the teaching of history in schools. The USE has affected the entire society of the Russian Federation. The new system…
Eine Frage der Wahlmöglichkeit – Bikulturalismus
Biculturalism? In the high-autonomy curriculum environment in New Zealand, it is history teachers who are charged with the responsibility of engaging young people with controversial aspects of postcoloniality.
Public History und Geschichtsdidaktik – Ein Austausch | Public history i dydaktyka historii – rozmowa
Public history and history didactics are two subfields of history that focus on reaching the world outside the academy. A conversation...
“Eine historisch bewusste Zukunft” – Indigene Perspektiven auf Kriegsgedenken
Whilst war remembrance in New Zealand is dominated by ANZAC and Gallipoli, there is a growing momentum to commemorate the colonial wars of the 19th century between indigenous Māori and the British/colonial forces. This raises questions about how post-colonial nations such as New Zealand address the difficult features of...
Terrorismus und Public History
Of the many variants that terrorism has adopted during the last two and a half centuries, I will focus on terrorism in the 21st century and its relationship to history, especially public history.
Po co jeszcze jeden pomnik w Berlinie? | Wozu ein Polen-Denkmal in Berlin?
Should yet another monument in Berlin commemorate the Polish victims of the Second World War; in this case Polish citizens who suffered and died during the last war at the hands of German occupants?
Public History an Schulen? Wozu und in welcher Form?
Teenagers encounter history outside schools in varied forms and related to a multitude of topics. But teaching with representations of the past that are not academic ideas, is largely absent from guidelines for history teaching.
War Photo Limited. Un autre regard sur la guerre | War Photo Limited. Der andere Blick auf den Krieg
In 1991 began the siege of Dubrovnik by the Yugoslav army, controlled by the Serbs. The siege was widely covered by the media. Since 2004 a photo gallery in this city devotes itself exclusively to war photography.
“Europa- nasza historia”. Podręcznik dla Polski i Niemiec | “Europa – Unsere Geschichte”. Ein Lehrbuch für Deutschland und Polen
Is it really possible to create one textbook in two language versions for history classes in two different countries? For more than a decade, a Polish-German team of experts...
Hayden Whites praktisches Erbe
Two months ago the controversial and highly influential historical theorist Hayden White passed away. While his work has principally been debated in historical theory circles, his final work suggests ‘practical’ possibilities for public history
La scuola di fronte agli usi pubblici della storia | Schulunterricht angesichts der Public History
The public uses of history compete with school teaching from a position of strength, and therefore they must become part of school history curricula in order to give pupils the tools to critically evaluate them.