introduction to history education

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Prehistoric and primitive cultures

• Mesopotamia
• North China
• The Hindu tradition
• The introduction of Buddhist influences
• Classical India
• Indian influences on Asia
• Xi (Western) Zhou (1046–771 bce )
• Dong (Eastern) Zhou (770–256 bce )
• Qin autocracy (221–206 bce )
• Scholarship under the Han (206 bce –220 ce )
• Introduction of Buddhism
• Ancient Hebrews
• Education of youth
• Higher education
• The institutions
• Physical education
• The primary school
• Secondary education
• Early Roman education
• Roman modifications
• Education in the later Roman Empire
• Ancient Persia
• Elementary education
• Professional education
• Early Russian education: Kiev and Muscovy
• Influences on Muslim education and culture
• Aims and purposes of Muslim education
• Organization of education
• Major periods of Muslim education and learning
• Influence of Islamic learning on the West
• From the beginnings to the 4th century
• From the 5th to the 8th century
• The Irish and English revivals
• The cultural revival under Charlemagne and his successors
• Influences of the Carolingian renaissance abroad
• Education of the laity in the 9th and 10th centuries
• Monastic schools
• Urban schools
• New curricula and philosophies
• Thomist philosophy
• The Italian universities
• The French universities
• The English universities
• Universities elsewhere in Europe
• General characteristics of medieval universities
• Lay education and the lower schools
• The foundations of Muslim education
• The Mughal period
• The Tang dynasty (618–907 ce )
• The Song (960–1279)
• The Mongol period (1206–1368)
• The Ming period (1368–1644)
• The Manchu period (1644–1911/12)
• The ancient period to the 12th century
• Education of the warriors
• Education in the Tokugawa era
• Effect of early Western contacts
• The Muslim influence
• The secular influence
• Early influences
• Emergence of the new gymnasium
• Nonscholastic traditions
• Dutch humanism
• Juan Luis Vives
• The early English humanists
• Luther and the German Reformation
• The English Reformation
• The French Reformation
• The Calvinist Reformation
• The Roman Catholic Counter-Reformation
• The legacy of the Reformation
• The new scientism and rationalism
• The Protestant demand for universal elementary education
• The pedagogy of Ratke
• The pedagogy of Comenius
• The schools of Gotha
• Courtly education
• The teaching congregations
• Female education
• The Puritan reformers
• Royalist education
• The academies
• John Locke’s empiricism and education as conduct
• Giambattista Vico, critic of Cartesianism
• The condition of the schools and universities
• August Hermann Francke
• Johann Julius Hecker
• The Sensationists
• The Rousseauists
• National education under enlightened rulers
• Spanish and Portuguese America
• French Québec
• New England
• The new academies
• The middle colonies
• The Southern colonies
• Newfoundland and the Maritime Provinces.
• The social and historical setting
• The pedagogy of Pestalozzi
• The influence of Pestalozzi
• The pedagogy of Froebel
• The kindergarten movement
• The psychology and pedagogy of Herbart
• The Herbartians
• Other German theorists
• French theorists
• Spencer’s scientism
• Humboldt’s reforms
• Developments after 1815
• Girls’ schools
• The new German universities
• Development of state education
• Elementary Education Act
• Secondary and higher education
• The educational awakening
• Education for females
• New Zealand
• Education under the East India Company
• Indian universities
• The Meiji Restoration and the assimilation of Western civilization
• Establishment of a national system of education
• The conservative reaction
• Establishment of nationalistic education systems
• Promotion of industrial education
• Social and historical background
• Influence of psychology and other fields on education
• Traditional movements
• Progressive education
• Child-centred education
• Scientific-realist education
• Social-reconstructionist education
• Major trends and problems
• Early 19th to early 20th century
• Education Act of 1944
• The comprehensive movement
• Further education
• Imperial Germany
• Weimar Republic
• Nazi Germany
• Changes after World War II
• The Third Republic
• The Netherlands
• Switzerland
• Expansion of American education
• Curriculum reforms
• Federal involvement in local education
• Changes in higher education
• Professional organizations
• Canadian educational reforms
• The administration of public education
• Before 1917
• The Stalinist years, 1931–53
• The Khrushchev reforms
• From Brezhnev to Gorbachev
• Perestroika and education
• The modernization movement
• Education in the republic
• Education under the Nationalist government
• Education under communism
• Post-Mao education
• Communism and the intellectuals
• Education at the beginning of the century
• Education to 1940
• Education changes during World War II
• Education after World War II
• Pre-independence period
• The postindependence period in India
• The postindependence period in Pakistan
• The postindependence period in Bangladesh
• The postindependence period in Sri Lanka
• South Africa
• General influences and policies of the colonial powers
• Education in Portuguese colonies and former colonies
• German educational policy in Africa
• Education in British colonies and former colonies
• Education in French colonies and former colonies
• Education in Belgian colonies and former colonies
• Problems and tasks of African education in the late 20th century
• Colonialism and its consequences
• The second half of the 20th century
• The Islamic revival
• Migration and the brain drain
• The heritage of independence
• Administration
• Primary education and literacy
• Reform trends
• Malaysia and Singapore
• Philippines
• Education and social cohesion
• Education and social conflict
• Education and personal growth
• Education and civil society
• Education and economic development
• Primary-level school enrollments
• Secondary-level school enrollments
• Tertiary-level school enrollments
• Other developments in formal education
• Literacy as a measure of success
• Access to education
• Implications for socioeconomic status
• Social consequences of education in developing countries
• The role of the state
• Social and family interaction
• Alternative forms of education

What was education like in ancient Athens?

How does social class affect education attainment, when did education become compulsory, what are alternative forms of education, do school vouchers offer students access to better education.

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• Table Of Contents

What does education mean?

Education refers to the discipline that is concerned with methods of teaching and learning in schools or school-like environments, as opposed to various nonformal and informal means of socialization .

Beginning approximately at the end of the 7th or during the 6th century, Athens became the first city-state in ancient Greece to renounce education that was oriented toward the future duties of soldiers. The evolution of Athenian education reflected that of the city itself, which was moving toward increasing democratization.

Research has found that education is the strongest determinant of individuals’ occupational status and chances of success in adult life. However, the correlation between family socioeconomic status and school success or failure appears to have increased worldwide. Long-term trends suggest that as societies industrialize and modernize, social class becomes increasingly important in determining educational outcomes and occupational attainment.

While education is not compulsory in practice everywhere in the world, the right of individuals to an educational program that respects their personality, talents, abilities, and cultural heritage has been upheld in various international agreements, including the Universal Declaration of Human Rights of 1948; the Declaration of the Rights of the Child of 1959; and the International Covenant on Economic, Social and Cultural Rights of 1966.

Alternative forms of education have developed since the late 20th century, such as distance learning , homeschooling , and many parallel or supplementary systems of education often designated as “nonformal” and “popular.” Religious institutions also instruct the young and old alike in sacred knowledge as well as in the values and skills required for participation in local, national, and transnational societies.

School vouchers have been a hotly debated topic in the United States. Some parents of voucher recipients reported high levels of satisfaction, and studies have found increased voucher student graduation rates. Some studies have found, however, that students using vouchers to attend private schools instead of public ones did not show significantly higher levels of academic achievement. Learn more at ProCon.org.

Should corporal punishment be used in elementary education settings?

Whether corporal punishment should be used in elementary education settings is widely debated. Some say it is the appropriate discipline for certain children when used in moderation because it sets clear boundaries and motivates children to behave in school. Others say can inflict long-lasting physical and mental harm on students while creating an unsafe and violent school environment. For more on the corporal punishment debate, visit ProCon.org .

Should dress codes be implemented and enforced in education settings?

Whether dress codes should be implemented and enforced in education settings is hotly debated. Some argue dress codes enforce decorum and a serious, professional atmosphere conducive to success, as well as promote safety. Others argue dress codes reinforce racist standards of beauty and dress and are are seldom uniformly mandated, often discriminating against women and marginalized groups. For more on the dress code debate, visit ProCon.org .

Recent News

education , discipline that is concerned with methods of teaching and learning in schools or school-like environments as opposed to various nonformal and informal means of socialization (e.g., rural development projects and education through parent-child relationships).

(Read Arne Duncan’s Britannica essay on “Education: The Great Equalizer.”)

Education can be thought of as the transmission of the values and accumulated knowledge of a society. In this sense, it is equivalent to what social scientists term socialization or enculturation. Children—whether conceived among New Guinea tribespeople, the Renaissance Florentines, or the middle classes of Manhattan—are born without culture . Education is designed to guide them in learning a culture , molding their behaviour in the ways of adulthood , and directing them toward their eventual role in society. In the most primitive cultures , there is often little formal learning—little of what one would ordinarily call school or classes or teachers . Instead, the entire environment and all activities are frequently viewed as school and classes, and many or all adults act as teachers. As societies grow more complex, however, the quantity of knowledge to be passed on from one generation to the next becomes more than any one person can know, and, hence, there must evolve more selective and efficient means of cultural transmission. The outcome is formal education—the school and the specialist called the teacher.

As society becomes ever more complex and schools become ever more institutionalized, educational experience becomes less directly related to daily life, less a matter of showing and learning in the context of the workaday world, and more abstracted from practice, more a matter of distilling, telling, and learning things out of context. This concentration of learning in a formal atmosphere allows children to learn far more of their culture than they are able to do by merely observing and imitating. As society gradually attaches more and more importance to education, it also tries to formulate the overall objectives, content, organization, and strategies of education. Literature becomes laden with advice on the rearing of the younger generation. In short, there develop philosophies and theories of education.

This article discusses the history of education, tracing the evolution of the formal teaching of knowledge and skills from prehistoric and ancient times to the present, and considering the various philosophies that have inspired the resulting systems. Other aspects of education are treated in a number of articles. For a treatment of education as a discipline, including educational organization, teaching methods, and the functions and training of teachers, see teaching ; pedagogy ; and teacher education . For a description of education in various specialized fields, see historiography ; legal education ; medical education ; science, history of . For an analysis of educational philosophy , see education, philosophy of . For an examination of some of the more important aids in education and the dissemination of knowledge, see dictionary ; encyclopaedia ; library ; museum ; printing ; publishing, history of . Some restrictions on educational freedom are discussed in censorship . For an analysis of pupil attributes, see intelligence, human ; learning theory ; psychological testing .

Education in primitive and early civilized cultures

The term education can be applied to primitive cultures only in the sense of enculturation , which is the process of cultural transmission. A primitive person, whose culture is the totality of his universe, has a relatively fixed sense of cultural continuity and timelessness. The model of life is relatively static and absolute, and it is transmitted from one generation to another with little deviation. As for prehistoric education, it can only be inferred from educational practices in surviving primitive cultures.

The purpose of primitive education is thus to guide children to becoming good members of their tribe or band. There is a marked emphasis upon training for citizenship , because primitive people are highly concerned with the growth of individuals as tribal members and the thorough comprehension of their way of life during passage from prepuberty to postpuberty.

Because of the variety in the countless thousands of primitive cultures, it is difficult to describe any standard and uniform characteristics of prepuberty education. Nevertheless, certain things are practiced commonly within cultures. Children actually participate in the social processes of adult activities, and their participatory learning is based upon what the American anthropologist Margaret Mead called empathy , identification, and imitation . Primitive children, before reaching puberty, learn by doing and observing basic technical practices. Their teachers are not strangers but rather their immediate community .

In contrast to the spontaneous and rather unregulated imitations in prepuberty education, postpuberty education in some cultures is strictly standardized and regulated. The teaching personnel may consist of fully initiated men, often unknown to the initiate though they are his relatives in other clans. The initiation may begin with the initiate being abruptly separated from his familial group and sent to a secluded camp where he joins other initiates. The purpose of this separation is to deflect the initiate’s deep attachment away from his family and to establish his emotional and social anchorage in the wider web of his culture.

The initiation “curriculum” does not usually include practical subjects. Instead, it consists of a whole set of cultural values, tribal religion, myths , philosophy, history, rituals, and other knowledge. Primitive people in some cultures regard the body of knowledge constituting the initiation curriculum as most essential to their tribal membership. Within this essential curriculum, religious instruction takes the most prominent place.

Introduction: History Education in Theory, Practice, and the Space in Between

• First Online: 04 April 2020

Cite this chapter

• Theodore M. Christou 4 &
• Christopher W. Berg 5 , 6  

1192 Accesses

1 Citations

It seems particularly au courant to refer to publications as timely in introductory chapters, such as this is. History education is always timely and in time, subject to the same politics, contexts, and ideologies that dictate political will. As long as we have a need to teach about the past, we will debate what ought to be taught. According to prevailing fashion, any given curriculum can look to content (e.g., “what happened?”) as the core and foundation of history education or, alternatively, to a way of understanding content, as well as the world we live in (e.g., “why do things happen?”).

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Introduction: Connecting Historical Justice and History Education

Teaching History for the Contemporary World: An Introduction

Bridging the Gap. Comparing History Curricula in History Teacher Education in Western Countries

“Educational News,” The Canadian School Journal (November, 1933), p. 403.

Walter Lipmann, Drift and Mastery (New York: Macmillan, 1914), p. 196.

Peter Seixas, The Big Six Historical Thinking Concepts (Toronto: Nelson, 2012).

“Inspector’s Report,” in The Annual Report of the Minister of Education to the Government of Ontario (1931), p. 96.

Robert Stamp, The Schools of Ontario, 1876–1976 (Toronto: University of Toronto Press, 1982), p. 165.

C.C. Goldring, “The Work of a Principal,” Educational Courier (June 1933), p. 8.

Michael Fullan, “Are We on the Right Track,” Education Canada 38, no. 3 (2010): 4–7; and Roland Case, “Our Crude Handling of Educational Reforms: The Case of Curricular Integration,” Canadian Journal of Education 19, no. 1 (1994): 80–93, “Educational Reform in British Columbia: Bold Vision, Flawed Design,” Journal of Curriculum Studies 24, no. 4 (1992): 381–387. The metaphor perseveres transatlantic discourses; see, for instance, Bernard Barker, The Pendulum Swings: Transforming School Reform (London: Trentham, 2010); Kokichi Shimizu, “The Pendulum of Reform: Educational Change in Japan from the 1990s Onwards,” Journal of Educational Change 2, no. 3 (2001): 193–205; and Carl Kaestle, “Education Reform and the Swinging Pendulum,” Phi Delta Kappan 66, no. 6 (1985): 422–423.

Herbert Kliebard, The Struggle for the American Curriculum, 1893–1958 (New York: RoutledgeFalmer, 2004).

Dan Lortie, Schoolteacher: A Sociological Study (Chicago: University of Chicago Press, 1975).

John Dewey, “The Relation of Theory to Practice in Education,” in M. L. Borrowman, ed., Teacher Education in America: A Documentary History (New York: Teachers College Press, 1965), p. 257.

Lee S. Shulman, “Theory, Practice, and the Education of Professionals,” The Elementary School Journal 98 , No. 5, Special Issue: John Dewey: The Chicago Years (May, 1998), pp. 511–526, p. 511.

Dewey, “The Relation of Theory to Practice in Education,” p. 266.

Ibid., 265.

Christopher W. Berg, “Why Study History?: An Examination of Undergraduate Students’ Notions and Perceptions about History,” Historical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education 6, no. 1 (2019), 54–71. http://hej.hermes-history.net

Christopher Berg and Theodore Christou, “History and the Public Good: American Historical Association Presidential Addresses and the Evolving Understanding of History Education,” Curriculum History 17, no. 1 (2017), 37–55.

For greater discussion within the US context, see Sam Wineburg, Why Learn History? (When it’s Already on Your Phone) (Chicago, IL: University of Chicago Press, 2018) and James W. Loewen, Lies My Teacher Told Me: Everything your American History Textbook Got Wrong (New York, NY: Touchstone, 2007).

See Catherine Duquette’s chapter in this Handbook.

See Joseph Smith’s chapter in this Handbook.

For more discussion on professional development and other national initiatives, such as the United States’ Teaching American History grant program, see, for example, Berg and Christou, “History and the Public Good,” 48–49; Rachel G. Ragland, “Sustaining Changes in History Teachers’ Core Instructional Practices: Impact of Teaching American History Ten Years Later,” The History Teacher 48, no. 4 (2015), 609–640. http://www.societyforhistoryeducation.org/pdfs/A15_Ragland.pdf

See, for example, Lendol Calder, “Uncoverage: Towards a Signature Pedagogy for the History Survey,” The Journal of American History 92, no. 4 (2006), 1358–1370.

See, for example, Berg and Christou, “History and the Public Good,” pp. 49–51; Robert J. Paxton, “The Influence of Author Visibility on High School Students Solving a Historical Problem,” Cognition and Instruction 20, no. 2 (2002), 197–248.

There is a paucity of research on the Maltese context; Yosanne Vella has undertaken most of the recent studies considered here. See, for example, Yosanne Vella “Heritage and national identity in Maltese schools” in Heritage and National Identity Bulletin Nr 12, Summer, 1999 (European Standing Conference of History Teachers’ Associations, EuroClio, 1999); Yosanne Vella “The gradual transformation of historical situations: understanding ‘change and continuity’ through colours and timelines” in Teaching History Issue 144 (England: The Historical Association, 2011); Yosanne Vella. “Some General Indications on Pupils’ Historical Thinking” in International Journal of Historical Learning, Teaching and Research 9, No. 2, (England: Heirnet, 2010).

See, for example, Peter Lee, “None of us was there,” Historiedidaktik I Norden 6, Historiemedvetandet—teori och praxis, ed. Sirkka Ahonen et al. (Institut for Humanistiske Fag, Danmarks Lærerhøjskole, 1996); Jörn Rüsen, “Functions of Historical Narration—Proposals of a Strategy of Legitimating History in School,” in Historiedidaktik I Norden 3 , ed. Nils Gruvberger et al. (Bergen Lærerhøgskole, 1987), 19–40.

A similar network in Australia is worth mentioning, the National Centre of History Education. See http://thenhier.ca/en/content/national-centre-history-education-australia.html

See Penney Clark and Ruth Sandwell’s chapter in this Handbook.

Clark and Sandwell, “Conclusion: The Legacy of THEN/HiER,” para. 4.

See David Limond in this Handbook.

See Karel Van Nieuwenhuyse in this Handbook.

Almost without exception, each chapter in this section discusses the move from traditional history to historical (disciplinary) thinking.

The term “historical revisionism” here is not the same term commonly used but here defined by David Limond within the Irish context in this collection, as “a re-evaluation of history and historiography that steered away from simplistic and divisive tropes and discourses, towards a more thoughtful, less overtly politicized, more measured and nuanced examination of Ireland’s past … by mapp[ing] out … ideas as to how Ireland’s history might be better written about in very general terms.”

See Jukka Rantala and Najat Ouakrim-Soivio in this Handbook.

Berg and Christou, “History and the Public Good.”

For further discussion, see Andrew Peterson, “Different Battlegrounds, Similar Concerns? The ‘History Wars’ and the Teaching of History in Australia and England,” Compare: A Journal of Comparative and International Education 46, no. 6 (2016), 861–881; Tony Taylor and Robert Guyver, eds. 2012. History Wars and the Classroom: Global Perspectives (Charlotte, NC: Information Age Publishing).

See, for example, Terrie Epstein and Carla L. Peck, eds. 2017. Teaching and Learning Difficult Histories in International Contexts: A Critical Sociocultural Approach (New York, NY: Routledge).

Robert B. Bain, “Into the Breach: Using Research and Theory to Shape History Instruction,” in Teaching, Learning, and Knowing History: National and International Perspectives, eds. Peter N. Stearns, Peter Seixas, and Samuel S. Wineburg (New York: New York University Press, 2000), 331–353.

G. Williamson McDiarmid and Peter Vinten-Johansen, “A Catwalk across the Great Divide: Redesigning the History Teaching Methods Course,” in Knowing, Teaching, and Learning History: National and International Perspectives , eds. Peter Stearns, Peter Seixas, and Sam Wineburg (New York: New York University Press, 2000), 156–177.

Peter N. Stearns, Peter Seixas, and Sam Wineburg, eds., 2000. Knowing, Teaching, and Learning History: National and International Perspectives . (New York, NY: New York University Press).

Lee S. Shulman, “Those Who Understand: Knowledge Growth in Teaching,” Educational Researcher 15, no. 2 (1986), 1–14.

Lee S. Shulman, “Signature Pedagogies in the Professions,” Daedalus 134, no. 3 (2005), 52–59.

See, for example, Chauncey Monte-Sano and Christopher Budano, “Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers’ Growth Over Three Years,” Journal of the Learning Sciences 22, no. 2 (2013): 171–211; Dave Powell, “Brother, Can You Paradigm? Toward a Theory of Pedagogical Content Knowledge in Social Studies,” Journal of Teacher Education 69, no. 3 (2018), 252–262.

James V. Wertsch, “Specific Narratives and Schematic Narrative Templates,” in Theorizing Historical Consciousness , ed. Peter Seixas (Toronto: University of Toronto Press, 2004), 49–62.

Lauren MacArthur Harris, “Making Connections for Themselves and Their Students: Examining Teachers’ Organization of World History,” Theory and Research in Social Education 42, no. 3 (2014), 336–374.

Joseph Smith’s previous publications have been featured in the United Kingdom’s Journal of Curriculum Studies , British Journal of Educational Studies and The Curriculum Journal as well as Australia’s Historical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education.

Most of Karl Hammarlund’s extant publication record, via his ResearchGate.net profile, is in non-English, Scandinavian, and German publication outlets.

Brian Girard and Lauren MacArthur Harris, “Considering World History as a Space for Developing Global Citizenship Competencies,” The Educational Forum 77 (2013), 438.

Louis Gottshalk, “A Professor of History in a Quandary,” The American Historical Review 59, no. 2 (1954), 273–286.

Alfred North Whitehead, The Aim of Education, and other Essays (New York, NY: Macmillan Co., 1929), 42, 58.

Bibliography

Bain, Robert B. 2000. Into the Breach: Using Research and Theory to Shape History Instruction. In Teaching, Learning, and Knowing History: National and International Perspectives , ed. Peter N. Stearns, Peter Seixas, and Samuel S. Wineburg, 331–353. New York: New York University Press.

Google Scholar  

Barker, Bernard. 2010. The Pendulum Swings: Transforming School Reform . London: Trentham.

Berg, Christopher W. 2019. Why Study History?: An Examination of Undergraduate Students’ Notions and Perceptions About History. Historical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education 6 (1): 54–71. http://hej.hermes-history.net

Berg, Christopher, and Theodore Christou. 2017. History and the Public Good: American Historical Association Presidential Addresses and the Evolving Understanding of History Education. Curriculum History 17 (1): 37–55.

Calder, Lendol. 2006. Uncoverage: Towards a Signature Pedagogy for the History Survey. The Journal of American History 92 (4): 1358–1370.

Article   Google Scholar  

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Dewey, John. 1965. The Relation of Theory to Practice in Education. In Teacher Education in America: A Documentary History , ed. M.L. Borrowman. New York: Teachers College Press.

Educational News. 1933. The Canadian School Journal , November.

Epstein, Terrie, and Carla L. Peck, eds. 2017. Teaching and Learning Difficult Histories in International Contexts: A Critical Sociocultural Approach . New York: Routledge.

Fullan, Michael. 2010. Are We on the Right Track. Education Canada 38 (3): 4–7.

Girard, Brian, and Lauren MacArthur Harris. 2013. Considering World History as a Space for Developing Global Citizenship Competencies. The Educational Forum 77: 438.

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Lipmann, Walter. 1914. Drift and Mastery . New York: Macmillan.

Loewen, James W. 2007. Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong . New York: Touchstone.

Lortie, Dan. 1975. Schoolteacher: A Sociological Study . Chicago: University of Chicago Press.

McDiarmid, G. Williamson, and Peter Vinten-Johansen. 2000. A Catwalk Across the Great Divide: Redesigning the History Teaching Methods Course. In Knowing, Teaching, and Learning History: National and International Perspectives , ed. Peter Stearns, Peter Seixas, and Sam Wineburg, 156–177. New York: New York University Press.

Monte-Sano, Chauncey, and Christopher Budano. 2013. Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers’ Growth Over Three Years. Journal of the Learning Sciences 22 (2): 171–211.

Paxton, Robert J. 2002. The Influence of Author Visibility on High School Students Solving a Historical Problem. Cognition and Instruction 20 (2): 197–248.

Peterson, Andrew. 2016. Different Battlegrounds, Similar Concerns? The ‘History Wars’ and the Teaching of History in Australia and England. Compare: A Journal of Comparative and International Education 46 (6): 861–881.

Powell, Dave. 2018. Brother, Can You Paradigm? Toward a Theory of Pedagogical Content Knowledge in Social Studies. Journal of Teacher Education 69 (3): 252–262.

Ragland, Rachel G. 2015. Sustaining Changes in History Teachers’ Core Instructional Practices: Impact of Teaching American History Ten Years Later. The History Teacher 48 (4): 609–640.

Rüsen, Jörn. 1987. Functions of Historical Narration – Proposals of a Strategy of Legitimating History in School. In Historiedidaktik I Norden 3 , ed. Nils Gruvberger et al., 19–40. Bergen: Lærerhøgskole.

Seixas, Peter. 2012. The Big Six Historical Thinking Concepts . Toronto: Nelson.

Shimizu, Kokichi. 2001. The Pendulum of Reform: Educational Change in Japan from the 1990s Onwards. Journal of Educational Change 2 (3): 193–205.

Shulman, Lee S. 1986. Those Who Understand: Knowledge Growth in Teaching. Educational Researcher 15 (2): 1–14.

———. 1998. Theory, Practice, and the Education of Professionals. The Elementary School Journal 98 (5, Special Issue): 511–526. John Dewey: The Chicago Years.

———. 2005. Signature Pedagogies in the Professions. Daedalus 134 (3): 52–59.

Stamp, Robert. 1982. The Schools of Ontario, 1876–1976 . Toronto: University of Toronto Press.

Stearns, Peter N., Peter Seixas, and Sam Wineburg, eds. 2000. Knowing, Teaching, and Learning History: National and International Perspectives . New York: New York University Press.

Taylor, Tony, and Robert Guyver, eds. 2012. History Wars and the Classroom: Global Perspectives . Charlotte: Information Age Publishing.

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Theodore M. Christou

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Christopher W. Berg

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Christou, T.M., Berg, C.W. (2020). Introduction: History Education in Theory, Practice, and the Space in Between. In: Berg, C.W., Christou, T.M. (eds) The Palgrave Handbook of History and Social Studies Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-37210-1_1

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