World History Bulletin, a publication of the World History Association (WHA), is seeking contributions from educators, university faculty, curriculum specialists, public historians, graduate students, and educational researchers for its upcoming issue on \u201cTeaching World History in the Postmodern Classroom.\u201d<\/p>\n\n\n\n
Guest edited by Heather Brothers (H-Net, Michigan State University) and Andrew Kettler (University of South Carolina), the issue explores how world history educators play a vital role in helping students understand complex global processes, engage with diverse perspectives, and develop the skills necessary for thoughtful participation in an interconnected world. We invite submissions that explore how world history pedagogy can cultivate empathy, critical thinking, and civil discourse while deepening students\u2019 understanding of the human experience across time and place.<\/p>\n\n\n\n
At a time when educators face increasing challenges in addressing controversial topics, fostering constructive dialogue, and helping students navigate a rapidly changing information landscape, world history offers unique opportunities to engage learners with diverse cultures, perspectives, and experiences. Through the study of historical encounters, exchanges, conflicts, and connections, students can develop the habits of mind necessary for informed citizenship and global understanding.<\/p>\n\n\n\n
Suggested Topics<\/strong> Teaching Empathy Through Global Historical Perspectives<\/strong> Cultivating Critical Thinking in World History<\/strong> Civil Discourse and Difficult Conversations<\/strong> Storytelling and Historical Understanding<\/strong> Assessment and Student Growth<\/strong> Global Connections and Contemporary Relevance<\/strong> Challenges and Opportunities in World History Education<\/strong> Public History and Community Engagement<\/strong> Preparing Students for a Global Society<\/strong> Submission Types<\/strong> Conference Opportunity: 2026 H-Net Teaching Conference<\/strong><\/p>\n\n\n\n This special issue is intentionally aligned with the 2026 H-Net Teaching Conference, \u201cWhy It Matters: Teaching Empathy, Critical Thinking, and Civil Discourse across the Humanities and Social Sciences\u201d<\/strong> (virtual, August 17-20). The conference theme reflects many of the same questions at the heart of this issue: how educators can help students engage diverse perspectives, navigate complex historical and contemporary issues, evaluate evidence critically, and participate in meaningful civic discourse. As a field uniquely positioned to connect local experiences to global processes, world history offers powerful pedagogical approaches for advancing these goals.<\/p>\n\n\n\n Prospective contributors are especially encouraged to consider presenting their work at the H-Net Teaching Conference\u2019s \u201cWorld History Bulletin Panel\u201d prior to submitting a manuscript for publication in World History Bulletin. The conference provides an opportunity to share developing ideas with an interdisciplinary audience of educators and scholars from across the humanities and social sciences, receive constructive feedback, and engage in conversations about teaching practices, assessment strategies, and classroom challenges. Such exchanges can help our potential authors refine their arguments, strengthen their pedagogical frameworks, and broaden the relevance of their work before preparing it for publication.<\/p>\n\n\n\n Participants may find that presenting with the World History Bulletin Panel enhances the quality and impact of their eventual submissions by allowing them to test new approaches, learn from colleagues working in related disciplines, and incorporate insights gained through discussion and collaboration. We particularly welcome contributions that emerge from these conversations and that demonstrate how world history classrooms can serve as important spaces for fostering empathy, critical thinking, and civil discourse in an increasingly interconnected and complex world.<\/p>\n\n\n\n SUBMISSION DEADLINES<\/strong><\/p>\n\n\n\n For Consideration of Abstracts to the H-Net Conference: July 1, 2026<\/strong><\/p>\n\n\n\n Abstract Submissions: Abstracts should be app. 200 words in length. A brief CV of the presenter should be included.<\/p>\n\n\n\n Questions regarding the H-Net Conference and Abstracts should be directed to Heather Brothers, Conference Organizer, at brothe10@msu.edu.<\/p>\n\n\n\n Those who submit abstracts for the H-Net Conference and are accepted will be given first consideration for inclusion in the special issue of the Bulletin.<\/p>\n\n\n\n All Other Submissions: September 15, 2026<\/strong><\/p>\n\n\n\n
Submissions may address one or more of the following themes:<\/p>\n\n\n\n
– Helping students understand the experiences, motivations, and worldviews of people from diverse cultures and historical contexts.
– Using primary sources, narratives, and case studies to foster perspective-taking and historical empathy.<\/p>\n\n\n\n
– Developing students\u2019 abilities to analyze evidence, evaluate competing interpretations, and assess historical claims.
– Teaching students to navigate misinformation, presentism, and oversimplified historical narratives.<\/p>\n\n\n\n
– Facilitating productive discussions about imperialism, slavery, colonialism, religion, nationalism, migration, and human rights.
– Strategies for creating classrooms that encourage respectful dialogue and intellectual curiosity.<\/p>\n\n\n\n
– Using biography, oral history, literature, and narrative approaches to connect students with the past.
– Exploring the relationship between storytelling, empathy, and historical analysis.<\/p>\n\n\n\n
– Measuring student development in historical thinking, empathy, argumentation, and civic discourse.
– Innovative approaches to assessing learning outcomes in world history.<\/p>\n\n\n\n
– Helping students connect historical developments to contemporary global challenges.
– Teaching globalization, environmental change, migration, and cultural exchange through inquiry-based approaches.<\/p>\n\n\n\n
– Responding to curriculum mandates, standards revisions, and public debates about history education.
– Supporting teachers in increasingly diverse and politically complex educational environments.<\/p>\n\n\n\n
– Partnerships with museums, archives, libraries, cultural organizations, and digital humanities projects.
– Bringing global history beyond the classroom to broader audiences.<\/p>\n\n\n\n
– Developing perspective-taking, collaboration, communication, and problem-solving skills through world history instruction.
– Demonstrating the value of historical understanding for civic participation and professional success.<\/p>\n\n\n\n
We welcome a variety of contributions, including:
– Research articles
– Pedagogical essays
– Classroom case studies
– Curriculum and instructional design projects
– Reflective practitioner essays
– Assessments of innovative teaching practices
– Public history and community-engaged learning initiatives<\/p>\n\n\n\n