Chapter Introduction
Providing the first volume-length exploration of the role that dialogue can play in history education classrooms, this book explores the socio-cultural, psychological, and digital dimensions of dialogic practice to promote research into historical thinking, historical consciousness, and critical thi...
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| Главные авторы: | , |
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| Формат: | Online |
| Язык: | английский |
| Опубликовано: |
Taylor & Francis
2025
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| Предметы: | |
| Online-ссылка: | https://library.oapen.org/handle/20.500.12657/100872 |
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| _version_ | 1869527130842333184 |
|---|---|
| author | Carretero, Mario Perez-Manjarrez, Everardo |
| author_browse | Carretero, Mario Perez-Manjarrez, Everardo |
| author_facet | Carretero, Mario Perez-Manjarrez, Everardo |
| author_sort | Carretero, Mario |
| collection | Directory of Open Access Books |
| description | Providing the first volume-length exploration of the role that dialogue can play in history education classrooms, this book explores the socio-cultural, psychological, and digital dimensions of dialogic practice to promote research into historical thinking, historical consciousness, and critical thinking in educational settings. This book’s novel approach is in its analysis of dialogical processes in various international and intercultural educational contexts; chapters compare Israeli and Palestinian textbooks and classroom discussion and explore teachers’ challenges to shift monologic school culture, as well as approaches to enhancing dialogic practices both in US contexts and in several EU countries. Each case study provides an insight into the nature of dialogue as both shared historical inquiry and cultural practice. How can dialogue be promoted, and through what mechanisms? In what ways can dialogue contribute to democratic societies’ thriving and dealing with and overcoming conflicts about different views on the past? Ultimately, the book looks to foster a nuanced and complex understanding of history, prompting consideration of different perspectives and a collective approach to overcoming troubled pasts and trauma. Featuring a truly international set of contributions from established and emerging scholars, this book will appeal to scholars, researchers, and postgraduate students interested in the history of education, education policy and politics, and historiography more broadly. This book was made possible with the support of the EU project www.making-histories.eu (10108606), coordinated by the first author. |
| format | Online |
| id | doab-20.500.12854ir-158527 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Taylor & Francis |
| publisherStr | Taylor & Francis |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1585272025-06-24T06:25:21Z Chapter Introduction Carretero, Mario Perez-Manjarrez, Everardo Dialogical activities,dialogue in education,dialogue,dialogic argumentation,historical discussion,intercultural dialogue,history classroom,historical silence,historiography,narrative,silenced stories,censorship,conflict,Cyprus,Israel,Palestine,Greece,classroom discussion,dialogue as shared historical inquiry,dialogue as a cultural practice,collective memory,critical thinking,historical consciousness thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNB History of education Providing the first volume-length exploration of the role that dialogue can play in history education classrooms, this book explores the socio-cultural, psychological, and digital dimensions of dialogic practice to promote research into historical thinking, historical consciousness, and critical thinking in educational settings. This book’s novel approach is in its analysis of dialogical processes in various international and intercultural educational contexts; chapters compare Israeli and Palestinian textbooks and classroom discussion and explore teachers’ challenges to shift monologic school culture, as well as approaches to enhancing dialogic practices both in US contexts and in several EU countries. Each case study provides an insight into the nature of dialogue as both shared historical inquiry and cultural practice. How can dialogue be promoted, and through what mechanisms? In what ways can dialogue contribute to democratic societies’ thriving and dealing with and overcoming conflicts about different views on the past? Ultimately, the book looks to foster a nuanced and complex understanding of history, prompting consideration of different perspectives and a collective approach to overcoming troubled pasts and trauma. Featuring a truly international set of contributions from established and emerging scholars, this book will appeal to scholars, researchers, and postgraduate students interested in the history of education, education policy and politics, and historiography more broadly. This book was made possible with the support of the EU project www.making-histories.eu (10108606), coordinated by the first author. 2025-04-17T04:12:39Z 2025-04-17T04:12:39Z 2025-04-16T11:28:39Z 2025 chapter https://library.oapen.org/handle/20.500.12657/100872 9781032854403 9781032880242 https://directory.doabooks.org/handle/20.500.12854/158527 eng open access image/jpeg image/jpeg Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International https://library.oapen.org/bitstream/20.500.12657/100872/1/9781003535898_10.4324_9781003535898-1.pdf https://library.oapen.org/bitstream/20.500.12657/100872/1/9781003535898_10.4324_9781003535898-1.pdf Taylor & Francis Routledge 10.4324/9781003535898-1 10.4324/9781003535898-1 fa69b019-f4ee-4979-8d42-c6b6c476b5f0 Global Perspectives on the Role of Dialogue in History Education Universidad Autónoma de Madrid 07eb8945-0077-4612-9cba-434539700e33 9781032854403 9781032880242 Routledge 21 open access |
| spellingShingle | Dialogical activities,dialogue in education,dialogue,dialogic argumentation,historical discussion,intercultural dialogue,history classroom,historical silence,historiography,narrative,silenced stories,censorship,conflict,Cyprus,Israel,Palestine,Greece,classroom discussion,dialogue as shared historical inquiry,dialogue as a cultural practice,collective memory,critical thinking,historical consciousness thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNB History of education Carretero, Mario Perez-Manjarrez, Everardo Chapter Introduction |
| title | Chapter Introduction |
| title_full | Chapter Introduction |
| title_fullStr | Chapter Introduction |
| title_full_unstemmed | Chapter Introduction |
| title_short | Chapter Introduction |
| title_sort | chapter introduction |
| topic | Dialogical activities,dialogue in education,dialogue,dialogic argumentation,historical discussion,intercultural dialogue,history classroom,historical silence,historiography,narrative,silenced stories,censorship,conflict,Cyprus,Israel,Palestine,Greece,classroom discussion,dialogue as shared historical inquiry,dialogue as a cultural practice,collective memory,critical thinking,historical consciousness thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNB History of education |
| topic_facet | Dialogical activities,dialogue in education,dialogue,dialogic argumentation,historical discussion,intercultural dialogue,history classroom,historical silence,historiography,narrative,silenced stories,censorship,conflict,Cyprus,Israel,Palestine,Greece,classroom discussion,dialogue as shared historical inquiry,dialogue as a cultural practice,collective memory,critical thinking,historical consciousness thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNB History of education |
| url | https://library.oapen.org/handle/20.500.12657/100872 |
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