Archive - page 21
Osmanische Geschichte und Friedenspädagogik | Osmanli Arşiv Belgelerinin Bariş Eğitiminde Kullanilmasi
Humanity has been confronted with many problems. In order to solve these issues, peace education can help students to develop skills...
Compétition – Le pouvoir des témoins | Konkurrenz – Die Macht der ZeitzeugInnen
In public debates the input of historians seems to play a subordinate role. Instead, the contemporary witnesses are more important, because they are those who can talk about "what it was really like".
Historisches Lernen inklusive? Inklusiver Geschichtsunterricht
Togetherness and differentiation are key concepts in inclusive education. How can they be applied to history teaching, while considering at the same time the specifics of the subjects?
Was verändert die Welt? Jugend und Geschichte | O que faz o mundo mudar? Jovens e história
Street demonstrations and movements that have occupied schools and universities have moved the Brazilian political scene. Traditionally, young people have been regarded as the embodiment of novelty and change.
Das Feld markieren: Von der Populärgeschichte zur Public History?
If populist politicians celebrate the "voice of the people" in defence of often xenophobic nativist agendas, we need to revisit what the "public" in "public history" means. Let's unpick our terms.
Der Kalte Krieg: Erinnerung und Vergesslichkeit | Холодная война: память и забвение
Thus, the Russian authorities are trying to build a patriotic collective memory and identity on the basis of the history of the Great Patriotic War. The Cold War is on the path to oblivion.
Irrwege sprachsensiblen Geschichtsunterrichts
If one trusts the increasing demand for places in which language-sensitive history teaching [Sprachsensibler Geschichtsunterricht] is addressed, then this manifests (1) the somewhat problematic reflexes of history did...
Zur Didaktik der Zeit-Geschichte
Leaps, travels, concepts, histories, and layers of time - the so-called Temporal Turn reminds us, at least, of the non-naturality of our everyday time practices. Which consequences result from that for history teaching and our research questions?