Archive - page 20

  • A Plea for Historytelling in the Classroom

    Ein Plädoyer für “Historytelling” im Unterricht
    A plea for Historytelling

    In recent years – not least because of the triumphant march of (by now inflationary) competency models – the didactics of history has focused on the deconstruction of historical narratives. Of course, there are several good reasons for this, but nevertheless, history teaching needs historytelling.

    A Plea for Historytelling in the Classroom
  • A Museum for Every School!

    In jedes Schulhaus ein Museum!
    A museum for every school

    Whoever visits schools in Asia, soon knows the traditional procedure: First of all, there is the welcome reception at the large office of the director, and before attending any lessons in the classroom, a visit of the school museum takes place.

    A Museum for Every School!
  • Identity or Brand for the HPBG? “Preussen sells”

    Identität oder Marke fürs HPBG? “Preußen sells“
    Identity or Brand? “Preussen sells”

    State museums are highest-level politico-cultural institutions. Currently, a new conceptual design for the permanent exhibition in the House of the History of Brandenburg-Preußen in Potsdam is being debated.

    Identity or Brand for the HPBG? “Preussen sells”
  • Good or bad remembrance? No Stolpersteine in Munich

    Gutes oder schlechtes Gedenken? Keine Stolpersteine in München

    No "Stolpersteine"? It has become a societal and political consensus to commemorate the Holocaust and the victims of the NS regime. However, the appropriate format is highly debated.

    Good or bad remembrance? No Stolpersteine in Munich
  • A History/Memory Matrix for History Education

    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...

    A History/Memory Matrix for History Education
  • Reclaiming Relevance from the Dark Side

    Die Rückgewinnung der Relevanz von der Dunklen Seite

    The ‘tyranny of relevance’ is a convenient and popular target for academic historians. Mention the ‘r’ word with a raised eyebrow during a conference coffee break, or condemn instrumentalist research policy at a committee meeting and you are likely to receive murmurs of sympathy.

    Reclaiming Relevance from the Dark Side
  • Back to Nationalism. No Future for History?

    Zurück zum Nationalismus. Keine Zukunft für die Geschichte?

    Currently, throughout Europe, various forms of nationalism are sprouting, as if decades of peaceful European cooperation had never existed. History education is looking on helplessly. Instead of providing students with the ability to orient to a future that is historically undefined...

    Back to Nationalism. No Future for History?
  • History Under Dispute: Brazil’s National Curriculum, BNCC

    A História sob disputa: Base Nacional Comum Curricular | Umstrittene Geschichte: Brasiliens Nationaler Lehrplan

    What should Brazilian students learn, about History, at school? Who has the responsibility to decide on it? Brazil, Sept 15: BNCC - the proposal of a novel curriculum causes dispute.

    History Under Dispute: Brazil’s National Curriculum, BNCC
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