دانلود کتاب Teaching history for the contemporary world : tensions, challenges and classroom experiences in higher education

فهرست مطالب :

Foreword
Acknowledgements
Contents
Contributors
1 Teaching History for the Contemporary World: An Introduction
1.1 Introduction
1.2 The Past Within the Present
1.3 The Lessons of Women’s History
1.4 The Myth of Objectivity and the Reality of Positioning
1.5 Contemporary Concerns
1.6 Relevance or Activism?
1.7 The Contribution of this Collection
1.8 Conclusion
References
Part I In the Academy
2 The Profession: Some Thoughts on Western Civilisation
References
3 Decolonising the Curriculum: Contexts and Strategies
References
4 The Students: Foregrounding Difference
4.1 Introduction
4.2 The Classroom as a ‘Safe Space’?
4.3 ‘Safe Space’ and the History Classroom
4.4 Conclusion
References
5 Student Voice: Weaponised History: How the Far-Right Uses the Participatory Web to Appropriate History
5.1 Introduction
5.2 Computational Propaganda, Search Algorithms and Bad History: How the Far-Right Uses the Participatory Web to Their Advantage
5.3 The Power of Scholarly Blogs: Eidolon and Pharos
5.4 Conclusion
References
6 Identity: Being Aboriginal in the Academy: ‘It\'s an Identity Thing\'
6.1 Introduction
References
Part II How to Teach for the Contemporary World
7 Digital History: The Globally Unequal Promise of Digital Tools for History: UK and Colombia’s Case Study
7.1 Introduction
7.2 The Example of Alumni Oxonienses
7.3 Digital Resources not in Britain
7.4 Colombia
7.5 Conclusion
References
8 Study Tours: History Studies Abroad as an Exploration of Points of Departure in a Zone of Improximal Development
8.1 Introduction
8.2 Personal Note
8.3 Historical Note
8.4 Educational Note
References
9 Positioning: Making Use of Post-qualitative Research Practices
9.1 Prologue
9.2 Theoretical Underpinnings
9.2.1 Nomadic Inquiry
9.2.2 Affect (Flows, Assemblages and Pedagogies)
9.2.3 Diffraction
9.3 Performance
9.4 The Methodology
9.5 Pedagogical Application
9.6 Epilogue
References
Part III What to Teach for the Contemporary World
10 Gender and Intersectionality
10.1 Introduction
10.2 Feminist Thought, Pedagogical Practice and the Contemporary World
10.3 Classroom Dynamics
10.4 ‘Decolonizing’ and ‘Diversity’ for Histories of Sexuality and Gender
10.5 Pastoral Care and Emotional Labour
References
11 Teaching About War and Genocide
11.1 Introduction
11.2 Living and Contributing to a Changing Historiography
11.3 Research-Driven Teaching Agenda
11.4 Students as Historians of Difficult Pasts
11.5 A New Methodology for a New Generation: Difficult Histories in Film
11.6 A Moral Education—Theirs and Mine
11.7 Conclusion
References
12 Environmental History: Teaching in a Time of Crisis
References
13 Citizenship and History
13.1 Introduction
13.2 Teaching Us About the World and Its Processes
13.3 Problem-Solving and Flexibility
13.4 History Beyond the Ivory Tower
13.5 Good Citizens
13.6 Conclusion
References
14 Pandemic
14.1 Introduction
14.2 Teaching During a Pandemic
14.3 Learning with History
14.4 Overcoming Isolation in Online Teaching
14.5 Conclusion
References
Part IV Beyond the Academy
15 Workforce Preparation and Employability
15.1 Introduction
15.2 Employability
15.3 Student Diversity
15.4 Student-Centred and Authentic Learning
15.5 Work-Integrated Learning and Service Learning
15.6 Conclusion
References
16 What Really Matters: A History Education for Human Possibility
16.1 Introduction
16.2 Pedagogic Rights and Capabilities
16.3 Personal Enhancement: Bernstein’s First Pedagogic Right
16.4 Social Inclusion: Bernstein’s Second Pedagogic Right
16.5 Participation: Bernstein’s Third Pedagogic Right: ‘To Participate in the Procedures Whereby Order is Constructed, Maintained and Changed’ (2000, ix).
16.6 Conclusion
References
17 In and Beyond the Now: A Postscript
References