In this book the author looks at the past, present and the future of history teaching in primary schools in an attempt to provide a practical framework for teachers. Section one reviews relevant literature with an aim to clarify the dilemmas and advance present thinking and practice in history teaching in primary schools. Section two offers case studies, curriculum materials and designs, teaching ideas and methods, teacher-development and curriculum development materials, at the same time as tying it in to the existing knowledge-base. Section three considers the 'perennial dilemmas' for school history in the 21st century, including: how can history survive in an increasingly over-crowded and competitive school curriculum? How can history be harnessed to improvements in literacy and numeracy? What should the primary history curriculum contain? How can IT secure easier access to historical information and evidence?

This book considers if and how oral history is ‘best practice’ for education. International scholars, practitioners, and teachers consider conceptual approaches, methodological limitations, and pedagogical possibilities of oral history education. These experts ask if and how oral history enables students to democratize history; provides students with a lens for understanding nation-states’ development; and supports historical thinking skills in the classrooms. This book provides the first comprehensive assessment of oral history education – inclusive of oral tradition, digital storytelling, family histories, and testimony – within the context of 21st century schooling. By addressing the significance of oral history for education, this book seeks to expand education’s capacity for teaching and learning about the past.

Student-Centered Oral History explores the overlaps of culturally relevant teaching, student-centered teaching, and oral history to demonstrate how this method empowers students, especially those from historically underrepresented communities. With tangible tools like lesson plans and reflection sheets, available to download as eResources from the book's website, each interactive chapter is applicable to classrooms and age groups across the globe. Educators from all levels of experience will benefit from step-by-step guides and lesson plans, all organized around guiding questions. These lessons coach students and educators from start to finish through a student-centered oral history. Background research, historical context, cultivating a culture of consent, analysis, promotion, and gratitude are among the many lessons taught beyond writing questions and interviewing. With a specific focus on the ethics influencing a teacher’s role as guide and grader of a student-centered oral history, this book also highlights successful approaches across the world of students and teachers discovering oral history. These examples reveal how student-centered oral history empowers academic achievement, radicalizes knowledge, develops relationships, and promotes community engagement. This book is a useful tool for any students and scholars interested in oral history in an educational setting.

A lifetime of engagement with religion, philosophy, and activism in a series of fascinating reflections. Brilliant, fractious, mordantly funny, playwright/novelist/essayist Rick Salutin has been Canadian journalism's agent provocateur for over three decades. Whether needling governments and politicians, holding public policy to account, or decrying the shortfalls of activist thought and action, he has been one of the most outspoken commentators of his generation. In What Was I Thinking?, Salutin reveals his curiosity about both the world of the mind and the world of the here and now. His life has been graced with contact with extraordinary people from Hannah Arendt to Holocaust theologian Emil Fackenheim to goalkeeper-politician Ken Dryden, and we discover the profound influence their thought has had on his. but he has also had encounters with Conrad Black and Peter Worthington, joined his fellow coffee-drinkers in the infamous fight to save the west-end institution Dooney's from displacement by Starbucks, and taken furious potshots at the political pandering of the nation's media outlets. This is classic Salutin and most of it hasn't been published before - including a lengthy personal and historical essay on the world of therapy. It's a wonderful roller-coaster ride of thought and opinion. Step on!

The Encyclopedia of Historians and Historical Writing contains over 800 entries ranging from Lord Acton and Anna Comnena to Howard Zinn and from Herodotus to Simon Schama. Over 300 contributors from around the world have composed critical assessments of historians from the beginning of historical writing to the present day, including individuals from related disciplines like Jürgen Habermas and Clifford Geertz, whose theoretical contributions have informed historical debate. Additionally, the Encyclopedia includes some 200 essays treating the development of national, regional and topical historiographies, from the Ancient Near East to the history of sexuality. In addition to the Western tradition, it includes substantial assessments of African, Asian, and Latin American historians and debates on gender and subaltern studies.

The study of affect is one of the most exciting and wide-ranging topics to have emerged in the humanities and social sciences in recent years and continues to generate research and debate. It has particularly important implications for the study of gender, as this outstanding handbook amply demonstrates. It is the most comprehensive volume to date, engaging with the intersections between gender and affect studies. A global and interdisciplinary range of contributors articulate the connections (and disconnections) between gender, sexuality, and affect in a range of geographical and historical contexts. Comprising over 40 chapters, the Companion is divided into six parts: Affects of Gender Affective Relations, Relational Affects Affective Practices Representing Affects Geographical and Spatial Affects Affects of History, Histories of Affect Topics examined include intersections between gender and affect over topics including queerness, trans*, feminism, masculinity, race/ethnicity, disability, animality, media, posthumanism, technology, sound, labor, neoliberalism, protest, and temporality. This is an outstanding collection that will be invaluable to scholars and students across a range of disciplines, including gender and sexuality studies, cultural studies, literature, media, and sociology.

While most studies on the history of architectural theory have been concerned with what has been said and written, this book is concerned with how architecture theory has been created and transmitted. Architecture Thinking across Boundaries looks at architectural theory through the lens of intellectual history. Eleven original essays explore a variety of themes and contexts, each examining how architectural knowledge has been transferred across social, spatial and disciplinary boundaries - whether through the international circulation of ideas, transdisciplinary exchanges, or transfers from design practice to theory and back again. Dissecting the frictions, transformations and resistances that mark these journeys, the essays in this book reflect upon the myriad routes that architectural knowledge has taken while developing into architectural theory. They critically enquire the interstices – geographical, temporal and epistemological – that lie beyond fixed narratives. They show how unstable, vital and eminently mobile the processes of thinking about architecture have been.

The story of how economic reasoning came to dominate Washington between the 1960s and 1980s—and why it continues to constrain progressive ambitions today For decades, Democratic politicians have frustrated progressives by tinkering around the margins of policy while shying away from truly ambitious change. What happened to bold political vision on the left, and what shrunk the very horizons of possibility? In Thinking like an Economist, Elizabeth Popp Berman tells the story of how a distinctive way of thinking—an “economic style of reasoning”—became dominant in Washington between the 1960s and the 1980s and how it continues to dramatically narrow debates over public policy today. Introduced by liberal technocrats who hoped to improve government, this way of thinking was grounded in economics but also transformed law and policy. At its core was an economic understanding of efficiency, and its advocates often found themselves allied with Republicans and in conflict with liberal Democrats who argued for rights, equality, and limits on corporate power. By the Carter administration, economic reasoning had spread throughout government policy and laws affecting poverty, healthcare, antitrust, transportation, and the environment. Fearing waste and overspending, liberals reined in their ambitions for decades to come, even as Reagan and his Republican successors argued for economic efficiency only when it helped their own goals. A compelling account that illuminates what brought American politics to its current state, Thinking like an Economist also offers critical lessons for the future. With the political left resurgent today, Democrats seem poised to break with the past—but doing so will require abandoning the shibboleth of economic efficiency and successfully advocating new ways of thinking about policy.

Oral history is a marvelous force for empowering young people with a love of history. Peppered with useful tips, examples from students and teachers, and reproducible forms, along with an comprehensive bibliography, this book will be a vital and inspirational tool for anyone working with secondary students to plan and carryout oral history projects. Visit our website for sample chapters!