Volume 22 • Issue 1 • 2025
Research article
Post-pandemic pedagogy: experiences of learning and teaching history before, during and after Covid-19
Marcus Collins and Jamie Wood
2025-06-11 Volume 22 • Issue 1 • 2025
Burden or benefit: the use of professional development in the middle grades history classroom
Jeffrey M Byford, Presley Shilling and Alisha Milam
2025-06-04 Volume 22 • Issue 1 • 2025
How we try to grasp genocide: emotions in Holocaust education
Fredrik Stenhjem Hagen and Vidar Fagerheim Kalsås
2025-05-21 Volume 22 • Issue 1 • 2025
Meaningful learning beyond the textbook: a case study of student experiences during an authentic historical inquiry on local heritage
Jori Van Doorsselaere
2025-05-14 Volume 22 • Issue 1 • 2025
Student teacher perspectives on history education: a comparison of primary and secondary student teacher thinking about the purpose of history at the start of their teacher education course in England
Heather Hatton and Ailsa Fidler
2025-05-08 Volume 22 • Issue 1 • 2025
White, award-winning history teachers’ navigation of anti-‘CRT’ efforts across the United States
Charley Brooks
2025-04-30 Volume 22 • Issue 1 • 2025
Informal historical learning at home: on historical culture and everyday historical thinking of children
Christoph Kühberger
2025-04-22 Volume 22 • Issue 1 • 2025
Also a part of:
How can historical consciousness catalyse a social justice approach to history?
David Nally
2025-04-01 Volume 22 • Issue 1 • 2025
Also a part of:
Climate crisis, the Anthropocene and the future: historical thinking in the German climate movement
Matthias Sieberkrob and Nina Reusch
2025-03-11 Volume 22 • Issue 1 • 2025
The rise and fall of Jackdaws: lessons for designing source collections to teach history
Lindsay Gibson
2025-02-19 Volume 22 • Issue 1 • 2025
Also a part of:
Researching history education in Canada: plus ça change?
James Miles
2025-01-28 Volume 22 • Issue 1 • 2025
Also a part of:
Greek adolescents on the Asia Minor Catastrophe: perceptions of the past, views on the present, expectations for the future
Maria Repoussi and Georgia Kouseri
2025-01-07 Volume 22 • Issue 1 • 2025
Also a part of:
Sticking to tradition: history content distribution in Czech school curricula
Juda Kaleta
2025-06-18 Volume 22 • Issue 1 • 2025
A comparative case study of two immersive learning experiences in museums
Wouter Smets and Vincent Euser
2025-07-02 Volume 22 • Issue 1 • 2025
Also a part of:
Religious beliefs and history education: biblical stories among Jewish-Israeli adolescents’ historical significance
Roy Weintraub and Dan Porat
2025-06-25 Volume 22 • Issue 1 • 2025
Also a part of:
Representations of women and their role within society in the past in Flemish and Hungarian history textbooks
Karel Van Nieuwenhuyse, Balázs Sipos, Lies Depickere and Nóra Lengyel
2025-07-09 Volume 22 • Issue 1 • 2025
Family memory and official history about the recent past in conflict: the case of Cyprus
Melina Foris
2025-07-23 Volume 22 • Issue 1 • 2025
Also a part of:
Characterising curricular goals for colligations in students’ causal arguments
James Edward Carroll
2025-08-06 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
Framing Partition in English teaching resources: empire, British values and the politics of curriculum
Jacco Visser
2025-09-24 Volume 22 • Issue 1 • 2025
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:
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
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