In the past thirty years, historians have broadened the scope of their discipline to include many previously neglected topics and perspectives. They have chronicled language, madness, gender, and sexuality and have experimented with new forms of presentation. They have turned to the histories of non-Western peoples and to the troubled relations between “the West” and the rest. Allan Megill welcomes these developments, but he also suggests that there is now confusion among historians about what counts as a justified account of the past. In Historical Knowledge, Historical Error, Megill dispels some of the confusion. Here, he discusses issues of narrative, objectivity, and memory. He attacks what he sees as irresponsible uses of evidence while accepting the art of speculation, which incomplete evidence forces upon historians. Along the way, he offers succinct accounts of the epistemological road historians have traveled from Herodotus and Thucydides through Leopold von Ranke and Alexis de Tocqueville, and on to Hayden White, Natalie Zemon Davis, and Lynn Hunt.
In this book, the noted intellectual historian Frank Ankersmit provides a systematic account of the problems of reference, truth, and meaning in historical writing. He works from the conviction that the historicist account of historical writing, associated primarily with Leopold von Ranke and Wilhelm von Humboldt, is essentially correct but that its original idealist and romanticist idiom needs to be translated into more modern terms. Rehabilitating historicism for the contemporary philosophy of history, he argues, "reveals the basic truths about the nature of the past itself, how we relate to it, and how we make sense of the past in historical writing." At the heart of Ankersmit's project is a sharp distinction between interpretation and representation. The historical text, he holds, is first and foremost a representation of some part of the past, not an interpretation. The book's central chapters address the concept of historical representation from the perspectives of reference, truth, and meaning. Ankersmit then goes on to discuss the possible role of experience in the history writing, which leads directly to a consideration of subjectivity and ethics in the historian's practice. Ankersmit concludes with a chapter on political history, which he maintains is the "basis and condition of all other variants of historical writing." Ankersmit’s rehabilitation of historicism is a powerfully original and provocative contribution to the debate about the nature of historical writing.
Inquiry plays a vital role in history as a discipline which constructs knowledge about the past and it is a vital organizing principle in history education in many countries around the world. Inquiry is also much debated, however, and although it has prominent contemporary advocates around the world, it also has prominent critics in education studies. This volume in the International Review of History Education explores the role of historical inquiry in history curricula and in history classrooms and addresses a series of linked questions, including the following: • What does historical inquiry mean in history classrooms? • What forms does classroom based historical inquiry take, and to what extent is it understood in differing ways in different contexts? • What do we know about the affordances and constraints associated with inquiry-based learning in history –what is the evidence of the effectiveness or ineffectiveness of inquiry based historical learning? We address these questions in the volume by presenting seventeen papers from eight different international contexts exploring historical inquiry that will be of interest both to history teachers, curriculum designers and history education researchers - seven papers from England, three from the US, two from Sweden and one each from Argentina, Australia, Belgium, Canada, and Singapore. The volume adds to our knowledge about teachers’ thinking about inquiry and teachers’ inquiry practices. It adds to our knowledge about the impact and value of inquiry in developing children’s’ historical learning. It also explores the challenges that implementing inquiry can present for history teachers and provides support for implementation and examples of successful practice. ENDORSEMENT: "A wonderful overview of the global story of historical inquiry. Canvassing everything from finding opportunities to teach history through all levels of education, through to the complexities of navigating different views on the past inside and outside of the classroom, History Education and Historical Inquiry provides a practical and empowering approach for educators around the world. Recommended reading for anyone who wants to feel the support of educators from around the world in strengthening the place of inquiry in complex times." — Marnie Hughes - Warrington, University of South Australia
A COMPANION TO GLOBAL HISTORICAL THOUGHT A Companion to Global Historical Thought provides an overview of the development of historical thinking from the earliest times to the present, directly addressing issues of historiography in a globalized context. Questions concerning the global dissemination of historical writing and the relationship between historiography and other ways of representing the past have become important not only in the academic study of history, but also in public arenas in many countries. With contributions from leading international scholars, the book considers the problem of “the global” – in the multiplicity of traditions of narrating the past; in the global dissemination of modern historical writing; and of “the global” as a concept animating historical imaginations. It explores the different intellectual approaches that have shaped the discipline of history, and the challenges posed by modernity and globalization, while illustrating the shifts in thinking about time and the emergence of historical thought. Complementing A Companion to Western Historical Thought, this book places non-Western perspectives on historiography at the center of discussion, helping scholars and students alike make sense of the discipline at the start of the twenty-first century.
Described as "the New York Review of Books for history," Historically Speaking has emerged as one of the most distinctive historical publications in recent years, actively seeking out contributions from a pantheon of leading voices in historical discourse from both inside and outside academia. Recent Themes in Historical Thinking represents some of the best writing on historiography to appear in the past five years. The prominent historians featured in this collection of essays and interviews drawn from Historically Speaking comment on such wide-ranging topics as the impact of postmodernism on the field, the relationship between professional and popular history, the importance of historical consciousness, and the limitations of the field in its current state.
Assessing Historical Thinking and Understanding advocates for a fundamental change in how educators think about making sense of learners’ developing cognition and understanding in history. Author Bruce VanSledright argues that traditional and typical standardized testing approaches are seldom up to the task of measuring the more complex understandings students are asked to attain, as they cannot fully assess what the student knows. Rather, he points forward along a path toward changes in learning, teaching, and assessing that closely aligns with the Common Core State Standards. He delves into the types of history knowledge the standards require, illustrates how they can be applied in-use in history learning contexts, and theorizes how the standards might fit together cognitively to produce deep historical understandings among students in teaching-learning contexts. By providing a variety of assessment strategies and items that align with the standards, and identifying rich, useful assessment rubrics applicable to the different types of assessments, he offers an important resource for social studies teachers and curriculum writers alike.
The ‘knowledge turn’ in curriculum studies has drawn attention to the central role that knowledge of the disciplines plays in education, and to the need for new thinking about how we understand knowledge and knowledge-building. Knowing History in Schools explores these issues in the context of teaching and learning history through a dialogue between the eminent sociologist of curriculum Michael Young, and leading figures in history education research and practice from a range of traditions and contexts. With a focus on Young’s ‘powerful knowledge’ theorisation of the curriculum, and on his more recent articulations of the ‘powers’ of knowledge, this dialogue explores the many complexities posed for history education by the challenge of building children’s historical knowledge and understanding. The book builds towards a clarification of how we can best conceptualise knowledge-building in history education. Crucially, it aims to help history education students, history teachers, teacher educators and history curriculum designers navigate the challenges that knowledge-building processes pose for learning history in schools.
* 2022 Young Lions Fiction Award, Winner. * A BookBrowse "20 Best Books of 2022" * VCU Cabell First Novelist Award, Longlist. * An ABA "Indie Next List" pick for November 2021. * "A Best Book of 2021" —New York Public Library, Cosmopolitan, Independent Book Review * "October 2021 Must-Reads" —Debutiful, The Chicago Review of Books, The Millions In 1913, a Russian ballet incited a riot in Paris at the new Théâtre de Champs-Elysées. “Only a Russian could do that," says Aleksandr Ivanovich. “Only a Russian could make the whole world go mad.” A century later, in November 2013, thousands of Ukrainian citizens gathered at Independence Square in Kyiv to protest then-President Yanukovych’s failure to sign a referendum with the European Union, opting instead to forge a closer alliance with President Vladimir Putin and Russia. The peaceful protests turned violent when military police shot live ammunition into the crowd, killing over a hundred civilians. I Will Die in a Foreign Land follows four individuals over the course of a volatile Ukrainian winter, as their lives are forever changed by the Euromaidan protests. Katya is an Ukrainian-American doctor stationed at a makeshift medical clinic in St. Michael’s Monastery; Misha is an engineer originally from Pripyat, who has lived in Kyiv since his wife’s death; Slava is a fiery young activist whose past hardships steel her determination in the face of persecution; and Aleksandr Ivanovich, a former KGB agent, who climbs atop a burned-out police bus at Independence Square and plays the piano. As Katya, Misha, Slava, and Aleksandr’s lives become intertwined, they each seek their own solace during an especially tumultuous and violent period. The story is also told by a chorus of voices that incorporates folklore and narrates a turbulent Slavic history. While unfolding an especially moving story of quiet beauty and love in a time of terror, I Will Die in a Foreign Land is an ambitious, intimate, and haunting portrait of human perseverance and empathy. "Kalani Pickhart's timely debut novel, I Will Die In a Foreign Land, is about the 2014 Ukrainian revolution which provided a pretense for Russia to annex Crimea. The story follows the experiences of several characters whose lives intersect as the country's political situation deteriorates. There's a Ukrainian-American doctor, an old KGB spy, a former mine worker, and others, and these episodes are interspersed with folk songs, news reports and historical notes. The effect—kaleidoscopic but never confusing—provides an intimate sense of a country convulsing, mourning, and somehow surviving." —CBS News, "The Book Report: Recommendations from Washington Post critic Ron Charles" (Watch the full video on CBS News, February 6, 2022).
The Handbook of Epistemic Cognition brings together leading work from across disciplines, to provide a comprehensive overview of an increasingly important topic: how people acquire, understand, justify, change, and use knowledge in formal and informal contexts. Research into inquiry, understanding, and discovery within academic disciplines has progressed from general models of conceptual change to a focus upon the learning trajectories that lead to expert-like conceptualizations, skills, and performance. Outside of academic domains, issues of who and what to believe, and how to integrate multiple sources of information into coherent and useful knowledge, have arisen as primary challenges of the 21st century. In six sections, scholars write within and across fields to focus and advance the role of epistemic cognition in education. With special attention to how researchers across disciplines can communicate and collaborate more effectively, this book will be an invaluable resource for anyone interested in the future of knowledge and knowing. Dr. Jeffrey A. Greene is an associate professor of Learning Sciences and Psychological Studies in the School of Education at the University of North Carolina at Chapel Hill. Dr. William A. Sandoval is a professor in the division of Urban Schooling at the UCLA Graduate School of Education & Information Studies. Dr. Ivar Bråten is a professor of Educational Psychology at the Faculty of Educational Sciences at the University of Oslo, Norway.
