Archive - page 20
Wer wir sind: Public Historians als multiple Persönlichkeiten?
There is no doubt that, since its inception in the United States, public history has been increasingly professionalized internationally as an academic teaching and research discipline. At German universities, however, its status is still fuzzy. Although ...
Breslau – neu gelesen … | Wrocław ponownie odczytany …
In the history of various cities, one can observe many examples of turning points that remind us of these cities’ political, cultural, or economic situation. They represent borderline situations that can still be seen today, even after many decades. This can be said about Wrocław in particular.
Eine Kollaborationsmaschine. Der Index Didacticorum
Our daily life as researchers is defined by research publications, literature reviews, reports about experiences and discussions, and proposals. That’s self-evident. Right? What is their role for us, in fact? How much do we still read, in order to write? Only very few of us manage to keep ...
Geschichte, Interkulturalität und kognitive Pluriversen / Historia, interculturalidad y pluriversos cognitivos
Contemporary didactic proposals for history teaching in Mexico have been concerned with the proximity between professional historical thought and its teaching, without modifying traditional historical narratives taught in schools. However ...
Die Ironie der Ahnenforschung als Identitätsquelle
Family history research is experiencing an unprecedented surge of interest, facilitated by the vast array of archives now accessible on the Internet, including social media style family tree websites such as ancestry.com that allow family historians to share their research.
Narrative der digitalen Public History mit Fotografien | Ecrire une histoire publique numérique avec des photographies
Social Media facilitate various forms of web communication between individuals and communities. They can bring users together to discuss common issues and to share traces of the past. Local communities’ engagement with the past ...
Schluss mit der “passiven Geschichte” im digitalen Zeitalter
In Teaching History in the Digital Age, Mills Kelly recounts a teaching anecdote with millennial students. At the beginning of a history class, an avid student informed Kelly that he had "fixed" the Nuremberg video they watched during the previous session. Stunned, Kelly decided ...
Das Kolosseum! Was bleibt noch übrig von der historischen Bildung? | Колизей! Что осталось от исторического образования?
The reform of history education in Russia aimed at promoting the growth of interest in history, the formation of critical thinking, and the emergence of solid knowledge about the country’s history and world history. Much has already been achieved. Nevertheless, one cannot ...