Volume 19 • Issue 1 • 2022
Research article
The concept of historical time in early childhood education: theoretical, methodological approaches and practice
Kyriaki Fardi
2022-12-22 Volume 19 • Issue 1 • 2022
Conceptualising historical legacies for transitional justice history education in postcolonial societies
Natasha Robinson
2022-10-31 Volume 19 • Issue 1 • 2022
Narrations of (in)significant pasts in young people’s identity construction
Tanja Taivalantti, Johanna Norppa and Aleksi Marti
2022-09-30 Volume 19 • Issue 1 • 2022
The effectiveness of history teacher education concerning the development of lesson planning knowledge: an example from Germany
Jörgen Wolf, Martin Rothland and Nicola Brauch
2022-08-31 Volume 19 • Issue 1 • 2022
Recontextualising history in primary school: discourses in the classroom
Amna Khawaja and Mikko Puustinen
2022-07-05 Volume 19 • Issue 1 • 2022
Film as a gateway to teaching about slavery through historical empathy: a case study using 12 Years a Slave (McQueen, 2013)
David-Alexandre Wagner and Torjus Dversnes
2022-06-14 Volume 19 • Issue 1 • 2022
Teaching historical thinking in practice: a study of US history teachers’ views on using primary sources in AP and IB history lessons
Susanna Soininen
2022-05-31 Volume 19 • Issue 1 • 2022
Teaching and learning the legacy of residential schools for remembering and reconciliation in Canada
Cynthia Wallace-Casey
2022-04-29 Volume 19 • Issue 1 • 2022
Why is ‘powerful knowledge’ failing to forge a path to the future of history education?
Alex Ford
2022-03-31 Volume 19 • Issue 1 • 2022