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History Curriculum, Geschichtsdidaktik, and the Problem of the Nation: Education : Special Issue
Högskolan Dalarna, Akademin Utbildning och humaniora, Pedagogiskt arbete.ORCID-id: 0000-0001-7561-7679
University of Newcastle, Australien.
2012 (engelsk)Collection/Antologi (Fagfellevurdert)
Abstract [en]

The field of curriculum studies has become increasingly sensitive to the “effects of global flows, transnational connections, and transcultural interactions” 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 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.

sted, utgiver, år, opplag, sider
Basel, Switzerland: MDPI (Multidisciplinary Digital Publishing Institute) , 2012.
Emneord [en]
history didactices, Geschichtsdidaktik, history education, curriculum, diversity, national, nation
HSV kategori
Forskningsprogram
Utbildning och lärande
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URN: urn:nbn:se:du-11829DOI: 10.3390/educ2020054OAI: oai:DiVA.org:du-11829DiVA, id: diva2:605110
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Tilgjengelig fra: 2013-02-13 Laget: 2013-02-13 Sist oppdatert: 2015-02-24bibliografisk kontrollert

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