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

History Curriculum, Geschichtsdidaktik, and the Problem of the Nation

1,*  and 2,3
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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Note: In lieu of an abstract, this is an excerpt from the first page.

Excerpt

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. [...]
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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

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