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History Education in the Digital Age

  • Book
  • © 2022

Overview

Editors:
  1. Mario Carretero

    1. Facultad Latinoamericana de Ciencias Sociales (FLACSO-Argentina), Universidad Autónoma de Madrid, Madrid, Spain

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  2. María Cantabrana

    1. Montevideo, Uruguay

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  3. Cristian Parellada

    1. FLACSO-Argentina, Universidad Nacional de La Plata, Lomas de Zamora, Argentina

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  • Explores various digital practices as tools for teaching history, including video games, films, and digital maps

  • Draws on both theoretical exploration and in-depth analysis of a variety of historical processes

  • Examines topics from perspectives of collective memory, global history, and historical thought

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Table of contents (12 chapters)

  1. Front Matter

    Pages i-vi
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  2. History Education in the Digital Age

    • Mario Carretero, Maria Rodriguez-Moneo, María Cantabrana, Cristian Parellada
    Pages 1-26

  3. Present Challenges to Historical Thinking and Historical Consciousness

    1. Front Matter

      Pages 27-27
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    2. Hard Choices: What Does It Mean ‘to Be Good at ICT’ as a History Educator? a View from England

      • Terry Haydn
      Pages 29-42

    3. Historical Analogies and Historical Consciousness: User-Generated History Lessons on TikTok

      • Robbert-Jan Adriaansen
      Pages 43-62

  5. Digital Scenarios for Colonial Tensions

    1. Front Matter

      Pages 123-123
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    2. ‘It Isn’t About Who Was Worse’: Colonialism and Historical Debate on Social Media

      • Everardo Perez-Manjarrez
      Pages 125-141

    3. Digital Historical Maps in Classrooms. Challenges in History Education

      • Cristian Parellada, Mario Carretero
      Pages 143-161

  7. Films and Theatre as Tools of Historical Dialogue

    1. Front Matter

      Pages 195-195
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    2. Historical Films in History Classrooms: Documentaries or Fiction Films? Teachers’ Views and Practices

      • Maria Repoussi, Maria Mavrommati
      Pages 197-216

    3. Theatre of War: Lola Arias’ Documentary Theatre as Innovative Tool for Historical Dialogue

      • María Cantabrana, Mario Carretero
      Pages 217-234
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Keywords

About this book

This book reflects on how teachers and students use new technologies in classroom settings in order to improve the capacity of teaching and learning in history to successfully meet the challenges of the twenty-first century through a complex understanding of the relation between past and present. Key authors in the field from Europe and the Americas present a comprehensive overview of the central questions at the heart of the book. They contribute to this process of reflection by taking diverse methodological, pedagogical and conceptual approaches to analyse the ways in which digital tools could advance the development of historical comprehension in the fields of formal and informal history education in different settings as schools, museums, exhibitions, sites of memory, videogames and films.

Drawing together a disciplinary diversity that approaches the topic from the viewpoints of collective memory, global history, historical thinking and historical consciousness, the book’s cutting-edge content offers interested academics and practitioners with a broad-based view on the current state of debate in this area, examined via theoretical exploration in-depth case analysis.

Editors and Affiliations

  • Facultad Latinoamericana de Ciencias Sociales (FLACSO-Argentina), Universidad Autónoma de Madrid, Madrid, Spain

    Mario Carretero

  • Montevideo, Uruguay

    María Cantabrana

  • FLACSO-Argentina, Universidad Nacional de La Plata, Lomas de Zamora, Argentina

    Cristian Parellada

About the editors

Mario Carretero is Professor at Autónoma University of Madrid, where he was Dean of the Faculty of Psychology, and Researcher at FLACSO (Argentina). He has carried out an extensive research on history education. Some of his publications are History Education and the Construction of National Identities (2012) (co-ed.), Constructing Patriotism (funded by the Guggenheim Foundation) (2011), Palgrave Handbook of Research in Historical Culture and Education (2017) (co-ed.) and Historical Reenactment. New Ways of Experiencing History, Berghahn (2022 co-ed.). Presently he is the coordinator of the digital project.


María Cantabranas is a History graduate, Master in Gender Studies and fellow of the National Council of Scientific and Technical Research (CONICET) at FLACSO, Argentina. She develops her doctoral research on dialogical practices in history education. She is the author of the module "Gender and the Nation" in the digital project. She has published “La celebración del patrimonio histórico en Uruguay” [“Celebrating Historical Heritage in Uruguay”], Íber (2019), and La participación de las mujeres en el Movimiento Vecinal durante el Tardofranquismo y la Transición[Women's Participation in the Neighborhood Movement during Late Francoism and the Transition], Ed. Universidad Autónoma, Madrid (2011).


Cristian Parellada is a lecturer at the Faculty of Psychology of the University of La Plata and postdoc researcher at the National Council of Scientific and Technical Research (CONICET). His research interests are related to history education and historical narratives, specifically in relation to how historical maps are represented by both students and textbooks. Some of his latest publications are "Historical borders and maps as symbolic supports to master narratives" (Theory & Psychology., 2022). He is the co-the author of the module "Learning with maps" in the digital project.

Bibliographic Information

  • Book Title: History Education in the Digital Age

  • Editors: Mario Carretero, María Cantabrana, Cristian Parellada

  • DOI: https://doi.org/10.1007/978-3-031-10743-6

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022

  • Hardcover ISBN: 978-3-031-10742-9Published: 06 October 2022

  • Softcover ISBN: 978-3-031-10745-0Published: 07 October 2023

  • eBook ISBN: 978-3-031-10743-6Published: 03 October 2022

  • Edition Number: 1

  • Number of Pages: VI, 234

  • Number of Illustrations: 3 b/w illustrations, 20 illustrations in colour

  • Topics: Curriculum Studies, Education, general, History, general

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