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History Writing and Constructions of National Space: The Long Dominance of the National in Modern European Historiographies
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Author(s):
Stefan Berger
Publication date
(Online):
March 10 2017
Publisher:
Palgrave Macmillan UK
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Barbarism and Religion
J. G. A. Pocock
(2009)
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Subverting Scotland's Past: Scottish Whig Historians and the Creation of an Anglo-British Identity 1689–1830
Colin Kidd
(2010)
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FRENCH HISTORIANS AND ROMANTICISM : Thierry, Guizot, the Saint-Simonians, Quinet, Michelet
Ceri Crossley
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Publication date (Print):
2017
Publication date (Online):
March 10 2017
Pages
: 39-57
DOI:
10.1057/978-1-137-52908-4_2
SO-VID:
56970c27-f838-471d-b3be-5c11cd919b3e
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Book chapters
pp. 1
Introduction: Historical Cultures and Education in Transition
pp. 39
History Writing and Constructions of National Space: The Long Dominance of the National in Modern European Historiographies
pp. 59
Historical Consciousness and Historical Thinking
pp. 73
Historical Culture: A Concept Revisited
pp. 91
Historical Rights to Land: How Latin American States Made the Past Normative and What Happened to History and Historical Education as a Result
pp. 109
‘The Times They Are a-Changin’. On Time, Space and Periodization in History
pp. 133
Democracy and History Museums. Museo de América
pp. 153
Illustrating National History
pp. 169
Film, the Past, and a Didactic Dead End: From Teaching History to Teaching Memory
pp. 191
Historical Edutainment: New Forms and Practices of Popular History?
pp. 207
The Jurassic Park of Historical Culture
pp. 227
Teaching National History to Young People Today
pp. 243
Echoing National Narratives in English History Textbooks
pp. 259
Colonial and Postcolonial Contexts of History Textbooks
pp. 275
History in French Secondary School: A Tale of Progress and Universalism or a Narrative of Present Society?
pp. 295
National Narratives and the Invention of Ethnic Identities: Revisiting Cultural Memory and the Decolonized State in Morocco
pp. 311
Constructing Identity and Power in History Education in Ukraine: Approaches to Formation of Peace Culture
pp. 331
Postcolonial Discourses and Teaching National History. The History Educators’ Attempts to Overcome Colonialism in the Republic of Korea
pp. 355
History for Nation-Building: The Case of Greece and Turkey
pp. 373
Conflicting Narratives about the Argentinean ‘Conquest of the Desert’: Social Representations, Cognitive Polyphasia, and Nothingness
pp. 391
After Empire: The Politics of History Education in a Post-Colonial World
pp. 413
What to Teach in History Education When the Social Pact Shakes?
pp. 427
The Power of Story: Historical Narratives and the Construction of Civic Identity
pp. 449
Shared Principles in History and Social Science Education
pp. 469
Concept Acquisition and Conceptual Change in History
pp. 491
Social Representations of the Past and Competences in History Education
pp. 511
Teaching History Master Narratives: Fostering Imagi-Nations
pp. 529
Organizing the Past: Historical Accounts, Significance and Unknown Ontologies
pp. 553
Historical Reading and Writing in Secondary School Classrooms
pp. 573
Engaging Students in Historical Reasoning: The Need for Dialogic History Education
pp. 593
Bridging the Gap. Comparing History Curricula in History Teacher Education in Western Countries
pp. 613
Cultural Wars and History Textbooks in Democratic Societies
pp. 637
Trends and Issues Surrounding the Reading of Historical Texts in the Republic of Korea
pp. 657
History Education Reform in Twenty-First Century China
pp. 673
Tools in Teaching Recent Past Conflicts: Constructing Textbooks Beyond National Borders
pp. 697
Emotional, Moral, and Symbolic Imagery of Modern History Textbooks
pp. 717
Educational Websites on the Memory of Slavery in Europe: The Ongoing Challenge of History Teaching
pp. 735
Social Media, New Technologies and History Education
pp. 755
The Never-ending Story About Heritage and Museums: Four Discursive Models
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