Citations (42)
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Adam P. Nilsen. (2024) Faces and Voices of Real People: Connecting and Learning in a History Museum Exhibit. Visitor Studies 27:1, pages 76-107.
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Joandi Hartendorp, Nicole Immler & Hans Alma. (2023) Multi-perspectivity and the risk of perpetration minimisation in Dutch Holocaust and slavery education. Journal of Curriculum Studies 55:6, pages 700-719.
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Bretton A. Varga & Erin C. Adams. (2023) Theorizing mimesis across social studies contexts of mimicry, imitation, and simulation. Theory & Research in Social Education 0:0, pages 1-25.
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Mariëtte de Haan. (2023) The ’every day’ of polarisation in schools; understanding polarisation as (not)dialogue. Pedagogy, Culture & Society 0:0, pages 1-21.
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S. Lozano Parra, B. G. J. Wansink, C. Bakker & L. M. van Liere. (2023) Teachers stepping up their game in the face of extreme statements: A qualitative analysis of educational friction when teaching sensitive topics. Theory & Research in Social Education 51:2, pages 201-232.
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Megan Lee, Porter Jennings-McGarity, Tenesha Littleton & Mary Ager. (2022) The teaching of social work history and the inclusion of African American contributors: implications for social work educators. Journal of Ethnic & Cultural Diversity in Social Work 0:0, pages 1-12.
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Gökhan Önal & Çiğdem Baki Pala. (2022) History Education in Turkey: Tensions between National and Global Views. European Education 54:3-4, pages 157-170.
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Natalia Albornoz Muñoz & Christian Sebastián Balmaceda. (2022) Between school and ethical–political everyday action: a comprehensive framework of the development of historical thinking. Journal of Curriculum Studies 54:4, pages 445-465.
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Meghann Ormond & Francesco Vietti. (2022) Beyond multicultural ‘tolerance’: guided tours and guidebooks as transformative tools for civic learning. Journal of Sustainable Tourism 30:2-3, pages 533-549.
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Devon Abbey & Bjorn G. J. Wansink. (2022) Brokers of multiperspectivity in history education in post-conflict societies. Journal of Peace Education 19:1, pages 67-90.
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Maren Tribukait. (2021) Students’ prejudice as a teaching challenge: How European history educators deal with controversial and sensitive issues in a climate of political polarization. Theory & Research in Social Education 49:4, pages 540-569.
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Bjorn Wansink, Beatrice de Graaf & Elke Berghuis. (2021) Teaching under attack: The dilemmas, goals, and practices of upper-elementary school teachers when dealing with terrorism in class. Theory & Research in Social Education 49:4, pages 489-509.
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David Malazonia, Tamuna Macharashvili, Shorena Maglakelidze & Nino Chiabrishvili. (2021) Developing students’ intercultural values and attitudes through history education in monocultural school environments (Georgian-language school case study). Intercultural Education 32:5, pages 508-524.
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Bjorn G. J. Wansink, Sanne F. Akkerman & Brianna L. Kennedy. (2021) How conflicting perspectives lead a history teacher to epistemic, epistemological, moral and temporal switching: a case study of teaching about the holocaust in the Netherlands. Intercultural Education 32:4, pages 430-445.
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Maria Grever & Robbert-Jan Adriaansen. (2019) Historical consciousness: the enigma of different paradigms. Journal of Curriculum Studies 51:6, pages 814-830.
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Michal Honig & Dan Porat. (2019) The British, the tank, and that Czech: How teachers talk about people in history lessons. Theory & Research in Social Education 47:4, pages 526-547.
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Jason L. Endacott, Jacob Warren, Kathryn Hackett-Hill & Alexandre Lalonde. Arts integrated historical empathy: Preservice teachers’ engagement with pluralistic lived experiences and efforts toward instructional application. Theory & Research in Social Education 0:0, pages 1-44.
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Articles from other publishers (25)
Christina Hajisoteriou, Emilios A. Solomou & Mary Antoniou. (2023) What kind of history teaching may promote intercultural competence in culturally-diverse societies? Teachers’ reflections from a case of conflict. Frontiers in Education 8.
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Manja Coopmans & Willemijn F. Rinnooy Kan. (2023) Facilitating citizenship-related classroom discussion: Teaching strategies in pre-vocational education that allow for variation in familiarity with discussion. Teaching and Teacher Education 133, pages 104268.
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Marc Kropman, Jannet van Drie & Carla van Boxtel. (2022) The influence of multiperspectivity in history texts on students’ representations of a historical event. European Journal of Psychology of Education 38:3, pages 1295-1315.
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Alasdair Richardson. (2023) Crossing Borders: Conceptualising National Exhibitions as Contested Spaces of Holocaust Memory at the Auschwitz Birkenau State Museum. Education Sciences 13:7, pages 703.
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Sandy Rao & Gina Dimitropoulos. (2023) “Understanding the journey from A to Z”: centering peer support perspectives to unveil the mechanisms and power of peer support. Mental Health and Social Inclusion.
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Jan Hansen, Jochen Hung, Jaroslav Ira, Judit Klement, Sylvain Lesage, Juan Luis Simal & Andrew Tompkins. 2023. The European Experience. The European Experience
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Jason Anderson & Gülden Taner. (2023) Building the expert teacher prototype: A metasummary of teacher expertise studies in primary and secondary education. Educational Research Review 38, pages 100485.
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Henrik Åström Elmersjö & Anders Persson. (2023) Controversial issues and the nature of history: Teachers’ views on controversial historical issues in Swedish lower secondary school. History Education Research Journal 20:1.
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Johan van Driel, Jannet van Driel & Carla van Boxtel. (2022) Writing about the significance of historical agents: the effects of reading and writing instruction. Reading and Writing.
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Dina Vasiljuk, Alexandra Budke, Veit Maier & Uwe Krause. (2022) Student Teachers’ Knowledge of Multiperspectivity and Its Implementation in Geography Lesson Plans: Results from an Exploratory Qualitative Study with German and Dutch Student Teachers. Education Sciences 12:12, pages 861.
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Evelyn Palma Flores, Maria José Reyes Andreani & Natalia Albornoz Muñoz. (2022) Narrar para testimoniar el presente: cartas de niños y niñas de Santiago de Chile durante el estallido social de octubre de 2019. Revista Tempo e Argumento 14:36, pages e0106.
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Cosme J. Gómez‐Carrasco, Jairo Rodríguez‐Medina, Ramón López‐Facal & José Monteagudo‐Fernández. (2022) A review of literature on history education: An analysis of the conceptual, intellectual and social structure of a knowledge domain (2000–2019). European Journal of Education 57:3, pages 497-511.
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Natalia Albornoz & Christian Sebastián. (2021) Tensions, articulations, and novelty in the ontogenetic development of historical thinking: Contributions of cultural–historical psychology. Theory & Psychology 32:2, pages 243-262.
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Geerte M. Savenije, Bjorn G.J. Wansink & Albert Logtenberg. (2022) Dutch history teachers' perceptions of teaching the topic of Islam while balancing distance and proximity. Teaching and Teacher Education 112, pages 103654.
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Linda Lorenza, Margaret Baguley & Martin Kerby. (2021) Music in the Australian arts curriculum: social justice and student entitlement to learn in the arts. The Australian Educational Researcher 48:5, pages 857-872.
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Jochem Thijs, Bjorn Wansink & Maykel Verkuyten. (2021) Verdraagzaamheid in het secundair onderwijs. Pedagogiek Pedagogiek 41:3, pages 317-340.
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Gökhan ÖNAL. (2021) AVRUPA KONSEYİ NİTELİKLİ TARİH EĞİTİMİ İLKELERİ: GELENEKSEL TARİH EĞİTİMİNE BİR ELEŞTİRİQUALITY HISTORY EDUCATION PRINCIPLES OF THE COUNCIL OF EUROPE: A CRITIQUE OF TRADITIONAL HISTORY EDUCATION. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 21:1, pages 320-333.
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Kalypso Iordanou, Panayiota Kendeou & Michalinos Zembylas. (2020) Examining my-side bias during and after reading controversial historical accounts. Metacognition and Learning 15:3, pages 319-342.
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