Carretero, Mario, Asensio Brouard, M.M. & Rodríguez Moneo, M. (red.) (2012). History education and the construction of national identities. Charlotte, NC: Information Age Pub. (359 s.)
Clark, Anna. & Peck, Carla (red.) (2019). Contemplating historical consciousness: notes from the field. (First edition.) New York: Berghahn. (248 s.)
Dessingué, Alexandre (2020). Developing Critical Historical Consciousness: Re-thinking the Dynamics between History and Memory in History Education. Nordidactica - Journal of Humanities and Social Science Education 2020:1 (20 s.)
Green, Alix Ritva (2016). History, policy and public purpose: historians and historical thinking in government. London: Palgrave Macmillan. (146 s.)
Lévesque, Stéphane (2008). Thinking historically. Educating Students for the Twenty-first Century. Toronto: University of Toronto Press. (221 s.)
Lévesque, Stéphane & Croteau, Jean-Philippe (2020). Beyond history for historical consciousness: students, narrative, and memory. Toronto: University of Toronto Press. (197 s.)
MacMillan, Margaret (2010). The uses and abuses of history. (Paperback edition). London: Profile. (194 s.)
Phillips, Martin S. (2013). On historical distance. New Haven: Yale University Press. (293 s.)
Retz, Tyson (2018). Empathy and history: historical understanding in re-enactment, hermeneutics and education. New York: Berghahn. (280 s.)
Rüsen, Jörn (red.) (2006). Meaning and representation in history. New York: Berghahn. (274 s.)
Straub, Jürgen (red.) (2005). Narration, identity, and historical consciousness. New York: Berghahn. (280 s.)
(2750 pages )
History Didactics - Comparative and Critical Perspectives
About the course
Course content
The aim of this course is for students to develop a critical understanding of various traditions of history didactics/mediations of history. In addition to a comparative approach, the course applies a critical perspective on history didactics/mediation of history and how it is enacted in different contexts and institutions.
The course focuses on how history didactics is addressed in different cultural and educational contexts. Mediation of history within different institutions like states, museums and schools is examined. The course address how the past can be related to the present and the future from a number of perspectives, something that enables a critical approach on history didactics. The course also contain field studies in order to combine theoretical aspects with case studies of mediations of history.
Entry requirements and selection
Entry requirements
A Bachelor’s degree equivalent to 180 credits with a major (90 credits) in a subject relevant to Historical Studies, such as Ethnology, Archeology, Literary History, History of Ideas or Economic History.
Selection
University credits completed 100%
Course literature
Course evaluation
Malmö University provides students who participate in, or who have completed a course, with the opportunity to express their opinions and describe their experiences of the course by completing a course evaluation administered by the University. The University will compile and summarise the results of course evaluations. The University will also inform participants of the results and any decisions relating to measures taken in response to the course evaluations. The results will be made available to the students (HF 1:14).
