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Making Sense of History
Questioning Heritage in Education
Edited by Carla van Boxtel, Maria Grever, and Stephan Klein
306 pages, 17 illus., 1 figure, 9 tables, bibliog., index
ISBN 978-1-78533-304-0 $130.00/£92.00 Hb Published (December 2016)
eISBN 978-1-78533-305-7 eBook
Heritage, as an area of research and learning, often deals with difficult historical questions, due to the strong emotions and political commitments that are often at stake. In this, it poses particular challenges for teachers, museum educators and the publics they serve. Guided by a shared focus on these “sensitive pasts,” the contributors to this volume draw on new theoretical and empirical research to provide valuable insights into heritage pedagogy. Together they demonstrate the potential of heritage as a historical-educational domain that transcends myopic patriotism, parochialism and simplistic relativism, helping to enhance critical and sophisticated historical thinking.
Carla van Boxtel is Professor of History Education at the Research Institute of Child Development and Education and the Amsterdam School of Historical Studies, University of Amsterdam. She is also director of the Dutch Center for Social Studies Education.
Maria Grever is Professor of Theory and Methodology of History, and director of the Center for Historical Culture, Erasmus University Rotterdam. She has led several research projects; currently she leads “War! Popular Culture and European Heritage of Major Armed Conflicts.”
Stephan Klein is a lecturer/researcher of history teaching and historical culture at ICLON, Leiden University Graduate School of Teaching. He led ‘Slave Trade in the Atlantic World’ (www.atlanticslavetrade.eu), an education project based on a dynamic approach to heritage studies.
Subject: General History Educational Studies
Introduction: The Appeal of Heritage in Education
Carla van Boxtel, Maria Grever & Stephan Klein
PART I: REFLECTIONS ON HERITAGE AND HISTORICAL CONSCIOUSNESS
Chapter 1. Are Heritage Education and Critical Historical Thinking Compatible? Reflections on Historical Consciousness from Canada
Chapter 2. The Continuous Threat of Excess? A Cautionary Tale about Heritage Celebration and Object Veneration in the United States
Chapter 3. Antiquarianism and Historical Consciousness in the New Media Age
Chiel van den Akker
PART II: EXPERIENCING HERITAGE AND AUTHENTICITY
Chapter 4. Why do Emotions Matter in Museums?
Chapter 5. Dutch Dealings with the Slavery Past: Contexts of an Exhibition
Alex van Stipriaan
Chapter 6. Tagging Borobudur: Heritage Education and the Colonial Past in Onsite and Online Museum Collections
Chapter 7. Unlocking Essences and Exploring Networks: Experiencing Authenticity in Heritage Education Settings
Chapter 8. Archaeological Heritage Education and the Making of Regional Identities
Heleen van Londen
Epilogue Part II: History, Heritage, and the Spaces In Between
PART III: TEACHING AND LEARNING ABOUT SENSITVE HERITAGE
Chapter 9. Holocaust Heritage Nearby: How to Analyse Historical Distance in Education
Chapter 10. Engaging Experiences of World War II: Historical Distance in Exhibitions and Educational Resources
Pieter de Bruijn
Chapter 11. An Intriguing Historical Trace or Heritage? Learning about Another Person’s Heritage in an Exhibition Addressing WWII
Chapter 12. Increasing Understanding or Undermining National Heritage: Studying Single and Multiple Perspectives of a Formative Historical Conflict.
Chapter 13. Voicing Dissonance: Teaching the Violence of the Civil Rights Movement in the United States
Epilogue Part III: Taking Students’ Ideas Seriously: Moving beyond the History-Heritage Dichotomy
Keith C. Barton
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