History Curriculum, Geschichtsdidaktik, and the Problem of the Nation
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 Ang...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2012-03-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | http://www.mdpi.com/2227-7102/2/2/54 |
| _version_ | 1817990402464022528 |
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| author | Robert J. Parkes Monika Vinterek |
| author_facet | Robert J. Parkes Monika Vinterek |
| author_sort | Robert J. Parkes |
| collection | DOAJ |
| description | 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. [...] |
| first_indexed | 2024-04-14T00:58:17Z |
| format | Article |
| id | doaj.art-6bf6ab49d2d2418289fe9bd1388bec7f |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-04-14T00:58:17Z |
| publishDate | 2012-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-6bf6ab49d2d2418289fe9bd1388bec7f2022-12-22T02:21:30ZengMDPI AGEducation Sciences2227-71022012-03-0122545510.3390/educ2020054History Curriculum, Geschichtsdidaktik, and the Problem of the NationRobert J. ParkesMonika VinterekThe 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. [...]http://www.mdpi.com/2227-7102/2/2/54n/a |
| spellingShingle | Robert J. Parkes Monika Vinterek History Curriculum, Geschichtsdidaktik, and the Problem of the Nation Education Sciences n/a |
| title | History Curriculum, Geschichtsdidaktik, and the Problem of the Nation |
| title_full | History Curriculum, Geschichtsdidaktik, and the Problem of the Nation |
| title_fullStr | History Curriculum, Geschichtsdidaktik, and the Problem of the Nation |
| title_full_unstemmed | History Curriculum, Geschichtsdidaktik, and the Problem of the Nation |
| title_short | History Curriculum, Geschichtsdidaktik, and the Problem of the Nation |
| title_sort | history curriculum geschichtsdidaktik and the problem of the nation |
| topic | n/a |
| url | http://www.mdpi.com/2227-7102/2/2/54 |
| work_keys_str_mv | AT robertjparkes historycurriculumgeschichtsdidaktikandtheproblemofthenation AT monikavinterek historycurriculumgeschichtsdidaktikandtheproblemofthenation |