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History education in historical perspective
History educators spend their days advocating the benefits of historical thinking, and yet, ironically, the field of history education research often lacks a historical perspective on the issues it investigates. This special series aims to address this shortcoming by situating history education within the history of educational thought. It is predicated on the idea that there is no question, issue, or problem into which we cannot gain more insight by looking at what has gone before, and it reveals what paradigms of educational thought have shaped historical teaching and learning globally.
This special series brings together high-quality papers that explore different national contexts of theory and practice, the different intellectual traditions of educational thought that have made an impact across national borders and papers that consider what, in the history of history education, remains a potentially valuable source of new insight.
In addition to providing new historical insights, contributors of the papers in this series bring their histories to bear on discussion of the current and future directions of historical teaching and learning.
Articles are published open access and can be read freely online by anyone; please see the article list below.
Publication date: from the 12th September 2024
Editors:
Prof Terry Haydn, University of East Anglia, UK
Prof Tyson Retz, University of Stavanger, Norway