{"id":38880,"date":"2024-01-04T11:20:07","date_gmt":"2024-01-04T11:20:07","guid":{"rendered":"http:\/\/historiografija.hr\/?p=38880"},"modified":"2024-01-04T11:21:10","modified_gmt":"2024-01-04T11:21:10","slug":"cfp-history-and-its-educational-relevance-for-overcoming-tensions-in-current-times","status":"publish","type":"post","link":"https:\/\/historiografija.hr\/?p=38880","title":{"rendered":"CfP: History and its educational relevance for overcoming tensions in current times"},"content":{"rendered":"\n

The journal Historical Thinking, Culture, and Education (HTCE)<\/em> opens the call for papers for the second issue, co-edited by Paul Zanazanian (McGill University, Canada) and Martin Nitsche (FHNW School of Education, Switzerland).<\/p>\n\n\n\n

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History and its educational relevance for overcoming tensions in current times<\/strong><\/p>\n\n\n\n

Co-editors Paul Zanazanian (McGill University, Canada) and Martin Nitsche (FHNW School of Education, Switzerland)<\/em><\/p>\n\n\n\n


Despite numerous studies detailing history\u2019s workings from non-disciplinary perspectives, as seen with research on memory, historical culture, and non-Western approaches to sense creation, modernist views of what history is and how it functions still seem to dominate in the field of education. Because of its application of the historical method as a scientific and rational way of constructing knowledge, history from a disciplinary angle is seen as the<\/em> form of knowledge creation regarding the past that can best explain \u201chow things actually were\u201d. In educational contexts, such an understanding of history is often perceived as foundational for allowing people to engage and orient themselves in life, giving them the necessary agency to tackle the many social and political problems that they may face. Adopting the historical method as a form of knowledge creation is seen as specifically permitting learners to act in an informed and self-conscious manner, enabling them to interpret emerging present-day realities as plausibly as possible and to correct misinterpretations of the past that are deceptive and non-conducive to positive change, especially as they arise in the public sphere through (social) media, expositions in museums, or political debates. In our contested times, with such life challenges as climate change, increasing frictions between contrasting knowledge systems and ideologies, and the ever-present need of making better room for marginalized peoples in our imperfect societal structures, the question we ask is whether history, understood primarily as a scientific, modernist, and methodological approach to knowledge creation, is still a relevant model for addressing the contemporary needs of our complex world? When seeking to examine both past and present-day problems in formal and non-formal educational settings, we ask:<\/p>\n\n\n\n