Suchergebnisse

Kriegsnarrative nehmen in den nationalen Gedächtniskulturen eine Schlüsselfunktion ein. Dies trifft insbesondere auf den Zweiten Weltkrieg zu, aber auch auf virulente Kriege in jüngster Zeit. Die Erinnerungen an die Kriege sind im nationalen Geschichtsbewusstsein jedoch unterschiedlich ausgeprägt. Vor dem Hintergrund der Gewalterfahrungen im 20. Jahrhundert ist die Darstellung des Krieges im Schulgeschichtsbuch eine komplexe Aufgabe. Hohe Anforderungen stellen sich auch an Lehrende und Lernende. Der reflektierte Umgang gerade mit Kriegsnarrativen wird so zum zentralen geschichtsdidaktischen Postulat der vorliegenden Publikation.

Perceptions and images of the Cold War as they appear in textbooks, in the classroom but also in public and in the scientific discourse are topic of this volume "Remembering and Recounting the Cold War – Commonly Shared History?". These perceptions and images are particularly interesting because they are part of the communicative memory and are thus in the process of undergoing change. It is also the task of history didactics, here understood as a science concerned with investigating, theorizing on and staging the way of how people and societies deal with history and memories, to describe, to analyze and to interpret such moldings of teaching cultures, memory cultures and, of course, individual and collective views of this era.

The anthology addresses the question of why history should be taught in schools and the public sphere from different perspectives. Firstly, the publication contains a series of theoretical reflections and models, for example on the handling of time or the question of identity and history. Secondly, authors from all over the world provide information on how this question is dealt with in everyday teaching practice, be it in curricula, educational media, in everyday teaching, in museums, exhibitions or in social media. Thirdly, new findings from research are presented, for example on teachers' history-specific beliefs. The publication presents a whole series of reasons why history must be taught today and reads as a plea for a competent approach to history in today's society.

The question concerning the importance of history teaching at school is closely linked to the one concerning the mediation of the history of one's own country. Over the past few years discussions and debates about its meaning, content and functions have, however, increased. But the mediation of the history of one's own country is a precarious undertaking. The volume presents theoretical considerations, empirical studies and practical case examples from a comparative and international perspective. In different states and school systems it becomes clear how the history of one's own country or the nation is conveyed and against what political and social background this happens. ; + ID der Publikation: phlu_12128 + Art des Beitrages: Buchkapitel/Beitrag in Sammelband + Herausgeberschaft: Nadine Fink; Markus Furrer; Peter Gautschi + Seiten: 48 - 64 + Sprache: Englisch + Letzte Aktualisierung: 2020-10-13 15:35:28

The question concerning the importance of history teaching at school is closely linked to the one concerning the mediation of the history of one's own country. Over the past few years discussions and debates about its meaning, content and functions have, however, increased. But the mediation of the history of one's own country is a precarious undertaking. The volume presents theoretical considerations, empirical studies and practical case examples from a comparative and international perspective. In different states and school systems it becomes clear how the history of one's own country or the nation is conveyed and against what political and social background this happens. ; + ID der Publikation: phlu_12127 + Art des Beitrages: Buchkapitel/Beitrag in Sammelband + Herausgeberschaft: Nadine Fink, Markus Furrer, Peter Gautschi + Seiten: 31 - 47 + Sprache: Französisch + Letzte Aktualisierung: 2020-10-13 15:34:31

The question concerning the importance of history teaching at school is closely linked to the one concerning the mediation of the history of one's own country. Over the past few years discussions and debates about its meaning, content and functions have, however, increased. But the mediation of the history of one's own country is a precarious undertaking.The volume presents theoretical considerations, empirical studies and practical case examples from a comparative and international perspective. In different states and school systems it becomes clear how the history of one's own country or the nation is conveyed and against what political and social background this happens. ; + ID der Publikation: phlu_12126 + Art des Beitrages: Buchkapitel/Beitrag in Sammelband + Herausgeberschaft: Nadine Fink; Markus Furrer; Peter Gautschi + Seiten: 13 - 30 + Sprache: Deutsch + Letzte Aktualisierung: 2020-10-13 15:35:00