Category Archives: Editor

Editorial

Encountering history within and beyond borders

EditorialThis is the editorial for the inaugural issue of Historical Encounters, a peer-reviewed, open access, interdisciplinary journal of historical consciousness, historical cultures. The title of the journal intends to suggest Gadamer’s (1992) notion of ‘the fusion of horizons’, as we explore the ways in which members of our communities experience, interpret, learn, study, and respond to the historical worlds they encounter. The editorial provides a brief, personal history, of the emergence of the journal. The papers in the inaugural issue reflect the wide range of scholarship currently occurring that treats historical consciousness, historical culture, and history education as its objects of analysis. With contributions from Australia, Canada, Finland, Sweden, and the Netherlands, they represent an exciting diversity of works located within a variety of intersecting research fields including: history teacher education (McLean & colleagues), historical theory (Thorp), museum studies and public pedagogy (Smith), curriculum history and history textbook studies (Elmersjö), public history (Clark), and history education (Ahonen; and Ammert). The inaugural issue also offers it’s first ‘provocations’ piece, arguing for the use of ‘counterfactuals’ in history education (Huijen & Holthuis); and shares an extended abstract of a recently completed doctoral dissertation (Salter), in a section that it is hoped will be successful in showcasing the work of new scholars in the field.

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Call for Papers

History Curriculum, Geschichtsdidaktik, and the Problem of the Nation

I am currently co-guest editing with Professor Monika Vinterek (Darlana University, Sweden) a special issue of the journal ‘Education Sciences’. International dialogue has begun to take shape between the European bildung-influenced tradition of Didaktiks and the Anglo-American Curriculum Studies tradition. As it stands, the dialogue has concentrated on a comparative analysis of the traditions at the level of general curriculum theory or Allgemeine Didaktik (see for example, Gundem & Hopmann, 2002), and has rarely, if ever, drilled down into an area of subject-specific pedagogy or fachdidaktiks. This special issue seeks to address this directly, by encouraging a dialogue between various regional and national traditions of history education or Geschichtsdidaktik.

Contributors are invited to submit papers that explore how history education or Geschichtsdidaktik should respond, is responding, or has responded, to the problem of narrative diversity and the nation-building project. Studies that explore insights from a specific tradition of history education, and those that engage in comparative work across traditions are both welcome. While dialogue between historically and culturally distinctive traditions may be difficult, we believe it holds promise for the possibility of new insights, and presents opportunities for exciting transformations. Further details can be found by clicking on the “call for papers” image above.

Further details can be found by clicking on the “call for papers” image above. Deadline for manuscript submissions is: 1 September 2012.

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