- Title
- History curriculum, geschichtsdidaktik, and the problem of the nation
- Creator
- Parkes, Robert J.; Vinterek, Monika
- Relation
- Education Sciences Vol. 2, Issue 2, p. 54-55
- Publisher Link
- http://dx.doi.org/10.3390/educ2020054
- Publisher
- MDPIAG
- Resource Type
- journal article
- Date
- 2012
- Description
- Editorial: The field of curriculum studies has become increasingly sensitive to the “effects of global flows, transnational connections, and transcultural interactions” ([1], p. 43), and an international dialogue has begun to take shape between the European bildung-influenced tradition of Didaktiks and the Anglo-American psychologised Curriculum Studies tradition. As it stands, the dialogue has concentrated on a comparative analysis of the traditions at the level of general curriculum theory or Allgemeine Didaktik (see for example, [2]), and has rarely, if ever, drilled down into an area of subject-specific pedagogy or fachdidaktiks. This special issue seeks to address this directly, by encouraging a dialogue between various regional and national traditions of history education or Geschichtsdidaktik.
- Subject
- curriculum studies; didaktiks; geschichtsdidaktik; history curriculum
- Identifier
- http://hdl.handle.net/1959.13/1309178
- Identifier
- uon:21796
- Identifier
- ISSN:2227-7102
- Language
- eng
- Full Text
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