Articles
153 results
The politics of writing and teaching secondary school history in independent Zimbabwe: silenced voices in textbooks and the classroom
Joshua Chakawa and Walter Sengai
2026-07-15 Volume 23 • Issue 1 • 2026
The co-curation of collective memory: artificial intelligence, Holocaust survivor testimony and the contribution of museum educators
Elsie Leask and David Nally
2026-07-01 Volume 23 • Issue 1 • 2026
Also a part of:
Historical perspective taking in primary school history textbooks
Bertjaap van der Ploeg, Tim Huijgen, Joana Duarte, Wenckje Jongstra and Klaas van Veen
2026-06-17 Volume 23 • Issue 1 • 2026
Promoting historical reasoning in inquiry-based history education: design of a professional development programme
Yolande Potjer, Marjolein Dobber and Carla van Boxtel
2026-06-10 Volume 23 • Issue 1 • 2026
Digital déjà vus: an investigation into how AI image generators s(t)imulate historical thinking
Heinrich Ammerer
2026-06-03 Volume 23 • Issue 1 • 2026
Also a part of:
History education in historical perspective: editorial
Tyson Retz
2026-05-27 Volume 23 • Issue 1 • 2026
Also a part of:
The process of historical questioning: a systematic literature review
Jonas Schobinger and Martin Nitsche
2026-05-20 Volume 23 • Issue 1 • 2026
Why think historically when AI can do it? Understanding the relationship between generative artificial intelligence and history teacher identity
Rachel Moylan
2026-05-06 Volume 23 • Issue 1 • 2026
Also a part of:
Theorising intergenerational trauma through the prism of history-in-the-now: historical consciousness, the sense-making process and its potentials for self-transformation
Paul Zanazanian
2026-04-15 Volume 23 • Issue 1 • 2026
Also a part of:
‘My Friend! you and I have passed our Lives, in Serious Times’: undergraduate reflections on the purpose of studying history
Christopher W Berg
2026-04-01 Volume 23 • Issue 1 • 2026
Working on democratic memory through Spanish history textbooks: how far do they contribute to developing competences for a democratic culture?
Amaia Lamikiz Jauregiondo
2026-03-25 Volume 23 • Issue 1 • 2026
Also a part of:
Special series: Democratic resilience and regression in history education since 1945
Epistemic rhythms in lesson assignments: exploring the interplay of diverse content and objectives in teaching materials on historical and contemporary societal issues
Mikael Berg
2026-03-04 Volume 23 • Issue 1 • 2026
‘It has so much history behind it, for such a small place’: exploring place-based, interdisciplinary and community-driven approaches to teaching local history in the Young Voices project, Southall
Mahenderpal Sorya, Janpal Basran and Niharika Batra
2026-02-18 Volume 23 • Issue 1 • 2026
Also a part of:
Pedagogical approaches for climate justice orientations to teaching history and social studies
Heather E McGregor and Rebecca S Evans
2026-02-04 Volume 23 • Issue 1 • 2026
A material perspective on pupils’ experience during museum education as a space for historical consciousness
Victoria Sofie Percy-Smith
2026-01-21 Volume 23 • Issue 1 • 2026
Shaping historical consciousness: young people, social remembering and identity dynamics outside the classroom
Jason Todd
2026-01-07 Volume 23 • Issue 1 • 2026
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Agent ontologies and the history classroom: a more-than-human experiment
Katherine Elisabeth Wallace
2025-12-16 Volume 22 • Issue 1 • 2025
Also a part of:
Orientation in time and world through history and civic education: curricular frameworks and teachers’ perspectives in Austria
Heike Krösche
2025-12-02 Volume 22 • Issue 1 • 2025
Also a part of:
Special series: Democratic resilience and regression in history education since 1945
Putting the past in place: meetings with local archives in history education
Helena Strand
2025-11-19 Volume 22 • Issue 1 • 2025
Also a part of:
Special series: Mixed Methods and Triangulation in History Education Research
A vote for Australian democratic consciousness: teaching civics through history
David Nally, Steven Kolber and Keith Heggart
2025-11-05 Volume 22 • Issue 1 • 2025
Also a part of:
Special series: Democratic resilience and regression in history education since 1945
Never the two shall meet? Connecting historical and democratic consciousness in Canadian K-12 history textbooks
Sara Karn, Kristina R Llewellyn and Penney Clark
2025-10-29 Volume 22 • Issue 1 • 2025
Also a part of:
Special series: Democratic resilience and regression in history education since 1945
Poetry as a site of history education and exploration: learning history from and with poetry
Sarah Godsell and Zanele Mathebula
2025-10-16 Volume 22 • Issue 1 • 2025
Also a part of:
Framing Partition in English teaching resources: empire, British values and the politics of curriculum
Jacco Visser
2025-09-24 Volume 22 • Issue 1 • 2025
Students’ use and perception of history textbooks in Grades 9 to 13: a retrospective study revealing general insights and latent profiles
Ulrike Kipman and Christoph Kühberger
2025-09-10 Volume 22 • Issue 1 • 2025
Characterising curricular goals for colligations in students’ causal arguments
James Edward Carroll
2025-08-06 Volume 22 • Issue 1 • 2025