This book brings together history educators from Australia and around the world to tell their own personal stories and how they approach teaching history in the context of contemporary tensions in the classroom. It encourages historians to think actively about how history in the classroom can play a role in helping students to make sense of their world and to act honourably within it.
The contributors come from diverse backgrounds and include experienced history educators and early career academics. They showcase both a mix of approaches and democratize and decolonize the academy. The book blends theory and practice. It reflects on what is happening in the classroom and supports the discipline to understanding itself better, to improve upon its practices and to engage in academic discussion about the responsibility of teaching in the contemporary world.
Reviews
The authors are adamant that teaching history should have a social justice and activism agenda. I enjoyed reading this book and would recommend sections of it for foundational courses to my colleagues, post-secondary teachers, and students of history. (Heather Gray Lamm, JACANZS, Vol. 2, September, 2022)
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1 Teaching History for the Contemporary World: An Introduction |
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1 | (18) |
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2 The Profession: Some Thoughts on Western Civilisation |
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19 | (10) |
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3 Decolonising the Curriculum: Contexts and Strategies |
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29 | (14) |
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4 The Students: Foregrounding Difference |
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43 | (14) |
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5 Student Voice: Weaponised History: How the Far-Right Uses the Participatory Web to Appropriate History |
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57 | (14) |
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6 Identity: Being Aboriginal in the Academy: `It's an Identity Thing' |
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71 | (14) |
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Part II How to Teach for the Contemporary World |
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7 Digital History: The Globally Unequal Promise of Digital Tools for History: UK and Colombia's Case Study |
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85 | (14) |
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Maria Jose Afanador-Llach |
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8 Study Tours: History Studies Abroad as an Exploration of Points of Departure in a Zone of Improximal Development |
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99 | (18) |
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9 Positioning: Making Use of Post-qualitative Research Practices |
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117 | (20) |
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Part III What to Teach for the Contemporary World |
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10 Gender and Intersectionality |
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137 | (16) |
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11 Teaching About War and Genocide |
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153 | (18) |
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12 Environmental History: Teaching in a Time of Crisis |
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171 | (12) |
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13 Citizenship and History |
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183 | (18) |
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201 | (18) |
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Part IV Beyond the Academy |
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15 Workforce Preparation and Employability |
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219 | (16) |
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16 What Really Matters: A History Education for Human Possibility |
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235 | (14) |
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17 In and Beyond the Now: A Postscript |
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249 | |
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Dr Adele Nye is a Senior Lecturer in Contextual Studies in the School of Education at the University of New England, Armidale, NSW. She is a specialist in History education in universities. She was the primary researcher in an ALTC funded national project called Historical Thinking in Higher Education. She is a member of the Australasian HIST-SoTL committee. She is the editor, with Jennifer Clark, of Teaching the Discipline of History in an Age of Standards (Springer, 2018). Professor Jennifer Clark is currently Head of Humanities at the University of Adelaide. She has taught History in universities for over 25 years. She is a recipient of the Vice-Chancellors Award for Excellence in Teaching (UNE) and a national Carrick Citation for Outstanding Contributions to Student Learning. She has been a partner on two ALTC/OLT grants exploring discipline standards. She is the editor, with Adele Nye, of Teaching the Discipline of History in an Age of Standards (Springer, 2018).
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