ABSTRACT
Building upon the theoretical foundations for the teaching and learning of difficult histories in social studies classrooms, this edited collection offers diverse perspectives on school practices, curriculum development, and experiences of teaching about traumatic events. Considering the relationship between memory, history, and education, this volume advances the discussion of classroom-based practices for teaching and learning difficult histories and investigates the role that history education plays in creating and sustaining national and collective identities.
TABLE OF CONTENTS
part I|48 pages
Theorizing the Teaching and Learning of Difficult Histories
chapter 2|16 pages
Contextual Gatekeeping
Teacher Decision-Making in Multiple and Overlapping Milieus
part II|106 pages
Teaching Difficult History
chapter 6|15 pages
When Past and Present Collide
Dilemmas in Teaching the History of the Israeli-Palestinian Conflict
chapter 7|18 pages
Warts, Polyps, Blisters, and All?
Problems in Learning to Teach a Provocative Past in a Troubling Way
chapter 8|12 pages
Güeras, Indígenas y Negros
A Framework for Teaching Mexican American Racial/Ethnic Histories
part III|130 pages
Learning Difficult Histories
chapter 10|17 pages
Soft or Hard Biculturalism and Beyond
How New Zealand Adolescents Construct Contemporary Significance of the Nation’s Founding Document
chapter 13|13 pages
The Myth of “Black Confederates”
Beliefs of Students and Implications for History Educators
