Vol. 1 No. 1 (2024)

Published July 10, 2024
History Education in Transition. Transcultural Dialogue on Historical Thinking, Learning, and Culture
Full Issue
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Editorial

Sebastian Barsch, Monika Waldis
4-10
History education in transition – transcultural dialogue on historical thinking, learning, and culture. Editorial
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Research Papers

Andrea Brait
11-30
Colonialism and imperialism in Austrian history curricula and textbooks (1945–2023)
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Kyriaki Fardi
31-49
Should history education begin in kindergarten? Investigating the social representations of prospective and currently employed educators regarding the introduction of children in early childhood to history education
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Katharina Totter, Wolfgang Wagner, Christiane Bertram
50-99
Standardized assessment of historical thinking competencies in an intervention study using perspectives on German history
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Miniatures

Helen Kaufmann, Thomas Metzger
100-109
Crossing borders in history education: Reflections of students from Prague and St. Gallen on their conceptualizations of a virtual tour based on a Holocaust survivor’s transnational life trajectory
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Alison Bedford, Naomi Barnes
110-114
A call for different perspectives
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Andreas Hübner
115-121
"Simply" talking about the Anthropocene? Pluritemporality, multiscalar history, and history education
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Lili Zeng
122-131
Digital construction: Redefine history in historical games
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Interviews

Kenneth Nordgren
132-135
Is there something that connects the diversity of historical narratives?
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Carmen Gloria Zúñiga González
136-139
We must teach both sets of skills: Challenges for history teaching in the digital area
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Johannes Meyer-Hamme
140-142
There are clear challenges and is a clear need for action
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