Utvidet returrett til 31. januar 2025

History Education at the Edge of the Nation

Om History Education at the Edge of the Nation

This edited volume explores the evolution of history education from a transnational perspective, focusing on border regions in Europe that are considered on the "periphery" of the Nation-State. By introducing this concept and taking into consideration the dynamics of decentralization and the development of minorities¿ teaching practices and narratives, the book sheds light on new challenges for history education policy and curriculum design. Chapters take a comparative approach, dissecting and analyzing specific case studies from school systems in France, Germany, Italy, the UK, and Scandinavian countries. In doing so, the editors and their authors weave a systematic account of the impact of local autonomy on educational culture, on the civic remit of schools, and on the narratives embodied by history school canons.

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  • Språk:
  • Engelsk
  • ISBN:
  • 9783031272455
  • Bindende:
  • Hardback
  • Sider:
  • 312
  • Utgitt:
  • 29. juni 2023
  • Utgave:
  • 23001
  • Dimensjoner:
  • 153x22x216 mm.
  • Vekt:
  • 518 g.
  • BLACK NOVEMBER
  Gratis frakt
Leveringstid: 2-4 uker
Forventet levering: 18. desember 2024

Beskrivelse av History Education at the Edge of the Nation

This edited volume explores the evolution of history education from a transnational perspective, focusing on border regions in Europe that are considered on the "periphery" of the Nation-State. By introducing this concept and taking into consideration the dynamics of decentralization and the development of minorities¿ teaching practices and narratives, the book sheds light on new challenges for history education policy and curriculum design. Chapters take a comparative approach, dissecting and analyzing specific case studies from school systems in France, Germany, Italy, the UK, and Scandinavian countries. In doing so, the editors and their authors weave a systematic account of the impact of local autonomy on educational culture, on the civic remit of schools, and on the narratives embodied by history school canons.

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