Titlebook: Beyond the Canon; History for the Twen Maria Grever (Professor of Theory and Methodology Book 2007 Palgrave Macmillan, a division of Macmi

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‘Internationalizing’ the Classic United States History Survey. Not only individual historians but also professional panels — often, revealingly, dominated by non-Americanists — are advancing some plausible curricula. So, after briefly examining the national barriers to sweeping change, this essay will look at the alternative possibilities for innovation — and

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https://doi.org/10.1007/978-3-663-07765-7 similar. Apart from the specific content of the history curriculum the debates touched on other issues, in particular teaching methods. Here, the critics complained about an excessive emphasis on learning skills at the expense of ‘knowing history’. They also took exception to the proliferation of t

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Jakob Edler,Roland D?hrn,Michael Rothgang critical approach to colonial history. Recent schoolbooks discuss the oppressive regime and, in particular, the atrocities committed by the French in the Algerian War. Afraid that this portrayal would transmit a negative image of French history to future generations, conservative politicians aimed

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Strategisches Kompetenz-Managemented by the processes of rationalization and individualization in modern society. Second, many of them were staunch nationalists. The names of Max Weber and Emile Durkheim spring to mind. Their careers illustrate the ambivalences of scholarly acumen and political bluntness..

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https://doi.org/10.1007/978-3-322-99911-5ny rate, I do not know of a greater accomplishment and effort of civilisation with more far-reaching results.’. As Islam did not acknowledge equal rights for women and did not tolerate homosexuality at all, his argument went, Islam was a threat to a tolerant Dutch society at large.

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https://doi.org/10.1007/978-3-658-06982-7legitimate a recycling of the old canon. Second, the main obstacles are didactic rather than political. Any attempt at change has to take into account the teachers’ conceptions of knowledge, educational practices and aims.