The Palgrave Handbook of History and Social Studies Education

1. Front Matter

   Pages i-xxiii

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2. Introduction

   1. Front Matter

      Pages 1-1

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   2. Introduction: History Education in Theory, Practice, and the Space in Between

      • Theodore M. Christou, Christopher W. Berg

      Pages 3-19

3. History Teaching and Learning in International Perspective

   1. Front Matter

      Pages 21-21

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   2. Social Studies Teachers’ Perspectives on the Differences Between Disciplinary History and School History

      • Kaya Yilmaz

      Pages 23-52

   3. “But They Can’t Do That!” Practical Approaches to Engage South African Primary School Pupils in Historical Learning

      • Rob Siebörger

      Pages 53-76

   4. Re-imagining History Teaching by Challenging National Narratives

      • Cécile Sabatier Bullock, Shawn Michael Bullock

      Pages 77-96

   5. Improving Teachers’ Proficiency in Teaching Historical Thinking

      • Carla van Boxtel, Jannet van Drie, Gerhard Stoel

      Pages 97-117

   6. The Development and Progress of the ‘Source Method’ as a History Teaching Method: Practical Classroom Examples from Malta

      • Yosanne Vella

      Pages 119-143

   7. Form or Substance? Weighing Critical Skills Against Identity Narratives in History Education

      • Sirkka Ahonen

      Pages 145-163

4. Teacher Education

   1. Front Matter

      Pages 165-165

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   2. Between Historical Consciousness and Historical Thinking: Swedish History Teacher Education in the 2000s

      • Karl Gunnar Hammarlund

      Pages 167-187

   3. Historical Thinking, Epistemic Cognition, and History Teacher Education

      • Christian Mathis, Robert Parkes

      Pages 189-212

   4. More than a Methods Course: Teaching Preservice Teachers to Think Historically

      • Lindsay Gibson, Carla L. Peck

      Pages 213-251

   5. The History Education Network: An Experiment in Knowledge Mobilization

      • Penney Clark, Ruth Sandwell

      Pages 253-293

   6. What History Should Schools Teach in a Postcolonial Context?: Reimagining Secondary School History Curriculum for Democratic Practice in Zimbabwe

      • Nathan Moyo

      Pages 295-320

5. National Curriculums, Reforms, and Reassessments

   1. Front Matter

      Pages 321-321

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   2. Québec’s History of Québec and Canada Ministerial Examination: A Tool to Promote Historical Thinking or a Hurdle to Hinder Its Inclusion?

      • Catherine Duquette

      Pages 323-354

   3. From Knowing the National Past to Doing History: History (Teacher) Education in Flanders Since 1918

      • Karel Van Nieuwenhuyse

      Pages 355-386

   4. Dochum glóire Dé agus onóra na hÉireann: Revising History in Ireland

      • David Limond

      Pages 387-414

This Handbook presents an international collection of essays examining history education past and present. Framing recent curriculum reforms in Canada and in the United States in light of a century-long debate between the relationship between theory and practice, this collection contextualizes the debate by exploring the evolution of history and social studies education within their state or national contexts. With contributions ranging from Canada, Finland, New Zealand, Sweden, the Netherlands, the Republic of South Africa, the United Kingdom, and the United States, chapters illuminate the ways in which curriculum theorists and academic researchers are working with curriculum developers and educators to translate and refine notions of historical thinking or inquiry as well as pedagogical practice.

• Historical thinking
• Historical consciousness
• teacher education
• social studies
• historiography

“This book makes these research and practices accessible for an international audience and provides fresh insights into how the concept of historical thinking has been employed outside Western European and North American contexts. Looking at how scholars and practitioners in different national and cultural contexts are approaching this and other issues in history and social studies education can help us reflect and advance our own practices.” (Snježana Koren, JHEC, Vol. 41, 2020)

• Department of Liberal Arts, Rocky Mountain College of Art + Design, Denver, USA

  Christopher W. Berg

• The Richard W. Riley College of Education and Leadership, Walden University, Minneapolis, USA

  Christopher W. Berg

• Faculty of Education, Queen’s University, Kingston, Canada

  Theodore M. Christou

Christopher W. Berg is Associate Professor of Humanities and Head of Liberal Arts, Online at Rocky Mountain College of Art + Design, USA.

Theodore M. Christou is Professor of Social Studies and History Education and Associate Dean of Graduate Studies and Research in the Faculty of Education at Queen’s University, Canada.