Educ. Sci. 2012, 2(2), 54-55; doi:10.3390/educ2020054

History Curriculum, Geschichtsdidaktik, and the Problem of the Nation

1 Guest Editor of Education (Basel), School of Education, The University of Newcastle, University Drive, Callaghan NSW 2308, Australia 2 Guest Editor of Education (Basel), Academy of Education and Humanities, Dalarna University, 791 88 Falun, Sweden 3 Department of Applied Educational Science, Umeå Univerity, 901 87 Umeå, Sweden
* Author to whom correspondence should be addressed.
Received: 16 March 2012; Accepted: 20 March 2012 / Published: 23 March 2012
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Abstract: 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. [...]

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MDPI and ACS Style

Parkes, R.J.; Vinterek, M. History Curriculum, Geschichtsdidaktik, and the Problem of the Nation. Educ. Sci. 2012, 2, 54-55.

AMA Style

Parkes RJ, Vinterek M. History Curriculum, Geschichtsdidaktik, and the Problem of the Nation. Education Sciences. 2012; 2(2):54-55.

Chicago/Turabian Style

Parkes, Robert J.; Vinterek, Monika. 2012. "History Curriculum, Geschichtsdidaktik, and the Problem of the Nation." Educ. Sci. 2, no. 2: 54-55.

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