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History Education and the Construction of National Identities (Paperback): Mario Carretero, Mikel Asensio, Maria Rodriguez Moneo History Education and the Construction of National Identities (Paperback)
Mario Carretero, Mikel Asensio, Maria Rodriguez Moneo
R996 Discovery Miles 9 960 Shipped within 7 - 11 working days

How is history represented? As just a record of the past, as a part of a present identity or as future goals? This book explores how historical contents and narratives are presented in school textbooks and other cultural productions (museums, monuments, etc) and also how they are understood by students, in the context of increasing globalization. In these contemporary conditions, the relation between history learning processes, in and out of school, and the construction of national identities presents an ever more important topic. It is being studied by looking at the appropriation of historical narratives, which are frequently based on the official history of a nation state. Most of the chapters in this volume are educational studies about how the learning of history takes place in school settings of different countries such as Canada, France, Germany, Latin America, Spain, the Netherlands, the United Kingdom and the United States. Covering such a broad sample of cultural and national contexts, they provide a rich reflection on history as a subject related to patriotism, cosmopolitanism, both or neither.

History Education and Conflict Transformation - Social Psychological Theories, History Teaching and Reconciliation (Hardcover,... History Education and Conflict Transformation - Social Psychological Theories, History Teaching and Reconciliation (Hardcover, 1st ed. 2017)
Charis Psaltis, Mario Carretero, Sabina Cehajic-Clancy
R979 R822 Discovery Miles 8 220 Save R157 (16%) Shipped within 7 - 12 working days

This book is open access under a CC BY 4.0 license. This volume discusses the effects, models and implications of history teaching in relation to conflict transformation and reconciliation from a social-psychological perspective. Bringing together a mix of established and young researchers and academics, from the fields of psychology, education, and history, the book provides an in-depth exploration of the role of historical narratives, history teaching, history textbooks and the work of civil society organizations in post-conflict societies undergoing reconciliation processes, and reflects on the state of the art at both the international and regional level. As well as dealing with the question of the `perpetrator-victim' dynamic, the book also focuses on the particular context of transition in and out of cold war in Eastern Europe and the post-conflict settings of Northern Ireland, Israel and Palestine and Cyprus. It is also exploring the pedagogical classroom practices of history teaching and a critical comparison of various possible approaches taken in educational praxis. The book will make compelling reading for students and researchers of education, history, sociology, peace and conflict studies and psychology.

History Education and the Construction of National Identities (Hardcover, New): Mario Carretero, Mikel Asensio, Maria Rodriguez... History Education and the Construction of National Identities (Hardcover, New)
Mario Carretero, Mikel Asensio, Maria Rodriguez Moneo
R1,820 Discovery Miles 18 200 Shipped within 7 - 11 working days

How is history represented? As just a record of the past, as a part of a present identity or as future goals? This book explores how historical contents and narratives are presented in school textbooks and other cultural productions (museums, monuments, etc) and also how they are understood by students, in the context of increasing globalization. In these contemporary conditions, the relation between history learning processes, in and out of school, and the construction of national identities presents an ever more important topic. It is being studied by looking at the appropriation of historical narratives, which are frequently based on the official history of a nation state. Most of the chapters in this volume are educational studies about how the learning of history takes place in school settings of different countries such as Canada, France, Germany, Latin America, Spain, the Netherlands, the United Kingdom and the United States. Covering such a broad sample of cultural and national contexts, they provide a rich reflection on history as a subject related to patriotism, cosmopolitanism, both or neither.

Constructing Patriotism - Teaching History and Memories in Global Worlds (Paperback, New): Mario Carretero Constructing Patriotism - Teaching History and Memories in Global Worlds (Paperback, New)
Mario Carretero
R985 Discovery Miles 9 850 Shipped within 7 - 11 working days

In the Series: Advances in Cultural Psychology Memory construction and national identity are key issues in our societies, as well as it is patriotism. How can we nowadays believe and give sense to traditional narrations that explain the origins of nations and communities? How do these narrations function in a process of globalization? How should we remember the recent past? In the construction of collective memory, no doubt history taught at school plays a fundamental role, as childhood and adolescence are periods in which the identity seeds flourish vigorously. This book analyses how history is far more than pure historical contents given in a subject matter; it studies the situation of school history in different countries such as the former URSS, United States, Germany, Japan, Spain and Mexico, making sensible comparisons and achieving global conclusions. The empirical part is based on students interviews about school patriotic rituals, very close to the teaching of history, specifically carried out in Argentina but very similar to these rituals in other countries. The author analizes in which ways that historical knowledge is understood by students and its influence on the construction of patriotism. This book--aside from making a major contribution to the cultural psychology field--should be of direct interest and relevance to all people interested in the ways education succeeds in its variable functions. As a matter of fact, it is related to other IAP books as Contemporary Public Debates Over History Education (Nakou & Barca, 2010) and What Shall We Tell the Children? International Perspectives on School History Textbooks (Foster & Crawford, 2006).

Constructing Patriotism - Teaching History and Memories in Global Worlds (HC) (Hardcover, New): Mario Carretero Constructing Patriotism - Teaching History and Memories in Global Worlds (HC) (Hardcover, New)
Mario Carretero
R1,808 Discovery Miles 18 080 Shipped within 7 - 11 working days

In the series: Advances in Cultural Psychology, Jaan Valsiner Memory construction and national identity are key issues in our societies, as well as it is patriotism. How can we nowadays believe and give sense to traditional narrations that explain the origins of nations and communities? How do these narrations function in a process of globalization? How should we remember the recent past? In the construction of collective memory, no doubt history taught at school plays a fundamental role, as childhood and adolescence are periods in which the identity seeds flourish vigorously. This book analyses how history is far more than pure historical contents given in a subject matter; it studies the situation of school history in different countries such as the former URSS, United States, Germany, Japan, Spain and Mexico, making sensible comparisons and achieving global conclusions. The empirical part is based on students interviews about school patriotic rituals, very close to the teaching of history, specifically carried out in Argentina but very similar to these rituals in other countries. The author analizes in which ways that historical knowledge is understood by students and its influence on the construction of patriotism. This book--aside from making a major contribution to the cultural psychology field--should be of direct interest and relevance to all people interested in the ways education succeeds in its variable functions. As a matter of fact, it is related to other IAP books as Contemporary Public Debates Over History Education (Nakou & Barca, 2010) and What Shall We Tell the Children? International Perspectives on School History Textbooks (Foster & Crawford, 2006).

Palgrave Handbook of Research in Historical Culture and Education (Hardcover, 1st ed. 2017): Mario Carretero, Stefan Berger,... Palgrave Handbook of Research in Historical Culture and Education (Hardcover, 1st ed. 2017)
Mario Carretero, Stefan Berger, Maria Grever
R4,694 Discovery Miles 46 940 Shipped within 7 - 11 working days

This volume comprises a broad interdisciplinary examination of the many different approaches by which contemporary scholars record our history. The editors provide a comprehensive overview through thirty-eight chapters divided into four parts: a) Historical Culture and Public Uses of History; b) The Appeal of the Nation in History Education of Postcolonial Societies; c) Reflections on History Learning and Teaching; d) Educational Resources: Curricula, Textbooks and New Media. This unique text integrates contributions of researchers from history, education, collective memory, museum studies, heritage, social and cognitive psychology, and other social sciences, stimulating an interdisciplinary dialogue. Contributors come from various countries of Northern and Southern America, Europe and Asia, providing an international perspective that does justice to the complexity of this field of study. The Palgrave Handbook of Research in Historical Culture and Education provides state-of-the-art research, focussing on how citizens and societies make sense of the past through different ways of representing it.

International Review of History Education - International Review of History Education, Volume 2 (Hardcover): Mario Carretero,... International Review of History Education - International Review of History Education, Volume 2 (Hardcover)
Mario Carretero, James Voss
R2,687 Discovery Miles 26 870 Special order

This volume consists of the proceedings of an international conference on cognition and instruction in history. The papers cover several broad areas: historical narratives and history teaching; the use of texts, documents and images in learning history; and historical explanation and understanding. The contributions aim to improve ideas of how history is understood by those who attempt (in schools or elsewhere) to master its complexities. It considers the tacit ideas about history or the past which children bring to history education, the reasoning that students of history employ, and the teaching of history.

International Review of History Education - International Review of History Education, Volume 2 (Paperback): Mario Carretero,... International Review of History Education - International Review of History Education, Volume 2 (Paperback)
Mario Carretero, James Voss
R967 Discovery Miles 9 670 Special order

This volume consists of the proceedings of an international conference on cognition and instruction in history. The papers cover several broad areas: historical narratives and history teaching; the use of texts, documents and images in learning history; and historical explanation and understanding. The contributions aim to improve ideas of how history is understood by those who attempt (in schools or elsewhere) to master its complexities. It considers the tacit ideas about history or the past which children bring to history education, the reasoning that students of history employ, and the teaching of history.

Cognitive and Instructional Processes in History and the Social Sciences (Hardcover): Mario Carretero, James F. Voss Cognitive and Instructional Processes in History and the Social Sciences (Hardcover)
Mario Carretero, James F. Voss
R2,645 Discovery Miles 26 450 Special order

This volume is a direct result of an international conference that brought together a number of scholars from Europe and the United States to discuss their ideas and research about cognitive and instructional processes in history and the social sciences. As such, it fills a major gap in the study of how people learn and reason in the context of particular subject matter domains and how instruction can be improved in order to facilitate better learning and reasoning. Previous cognitive work on subject matter learning has been focused primarily upon mathematics and physics; the present effort provides the first such venture examining the history and social science domains from a cognitive perspective.
The different sections of the book cover topics related to comprehension, learning, and instruction of history and the social sciences, including:
*the development of some social sciences concepts,
*the teaching of social sciences -- problems and questions arising from this cognitive perspective of learning,
*the comprehension and learning from historical texts,
*how people and students understand historical causality and provide explanations of historical events, and
*the deduction processes involved in reasoning about social sciences contents.
This volume will be useful for primary and secondary school teachers and for cognitive and instructional researchers interested in problem solving and reasoning, text comprehension, domain-specific knowledge acquisition and concept development.

New Perspectives on Conceptual Change (Hardcover): W. Schnotz, Stella Vosniadou, Mario Carretero New Perspectives on Conceptual Change (Hardcover)
W. Schnotz, Stella Vosniadou, Mario Carretero
R1,987 Discovery Miles 19 870 Special order

Hardbound. New Perspectives on Conceptual Change brings together the latest research on conceptual change from perspectives in developmental, cognitive and motivational psychology, instructional psychology and science education.The book addresses four main themes: The interplay between the learner's naive knowledge based on everyday experience and new knowledge conveyed by schooling and formal instruction; Traditional cognitive views on knowledge acquisition and new socioconstructionist perspectives; Constraints on knowledge acquisition and modification within specific learning domains; Instructional aspects of conceptual change and suggestions for the design of learning environments and teaching processes which promote conceptual change.

Cognitive and Instructional Processes in History and the Social Sciences (Paperback): Mario Carretero, James F. Voss Cognitive and Instructional Processes in History and the Social Sciences (Paperback)
Mario Carretero, James F. Voss
R1,618 Discovery Miles 16 180 Special order

This volume is a direct result of an international conference that brought together a number of scholars from Europe and the United States to discuss their ideas and research about cognitive and instructional processes in history and the social sciences. As such, it fills a major gap in the study of how people learn and reason in the context of particular subject matter domains and how instruction can be improved in order to facilitate better learning and reasoning. Previous cognitive work on subject matter learning has been focused primarily upon mathematics and physics; the present effort provides the first such venture examining the history and social science domains from a cognitive perspective.
The different sections of the book cover topics related to comprehension, learning, and instruction of history and the social sciences, including:
*the development of some social sciences concepts,
*the teaching of social sciences -- problems and questions arising from this cognitive perspective of learning,
*the comprehension and learning from historical texts,
*how people and students understand historical causality and provide explanations of historical events, and
*the deduction processes involved in reasoning about social sciences contents.
This volume will be useful for primary and secondary school teachers and for cognitive and instructional researchers interested in problem solving and reasoning, text comprehension, domain-specific knowledge acquisition and concept development.

History Education and Conflict Transformation - Social Psychological Theories, History Teaching and Reconciliation (Paperback,... History Education and Conflict Transformation - Social Psychological Theories, History Teaching and Reconciliation (Paperback, Softcover reprint of the original 1st ed. 2017)
Charis Psaltis, Mario Carretero, Sabina Cehajic-Clancy
R466 Discovery Miles 4 660 Special order

This book is open access under a CC BY 4.0 license. This volume discusses the effects, models and implications of history teaching in relation to conflict transformation and reconciliation from a social-psychological perspective. Bringing together a mix of established and young researchers and academics, from the fields of psychology, education, and history, the book provides an in-depth exploration of the role of historical narratives, history teaching, history textbooks and the work of civil society organizations in post-conflict societies undergoing reconciliation processes, and reflects on the state of the art at both the international and regional level. As well as dealing with the question of the `perpetrator-victim' dynamic, the book also focuses on the particular context of transition in and out of cold war in Eastern Europe and the post-conflict settings of Northern Ireland, Israel and Palestine and Cyprus. It is also exploring the pedagogical classroom practices of history teaching and a critical comparison of various possible approaches taken in educational praxis. The book will make compelling reading for students and researchers of education, history, sociology, peace and conflict studies and psychology.

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