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

Description

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