Bd. 2 Nr. 1 (2025): History and its educational relevance for overcoming tensions in current times | Historical Thinking, Culture and Education

Editorial

Paul Zanazanian, Martin Nitsche

4-9

History and its educational relevance for overcoming tensions in current times: Editorial

https://doi.org/10.12685/htce.2129

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Research Papers

Heather McGregor, Sara Karn

10-27

Overcoming anthropocentrism: Experiences for learning history

https://doi.org/10.12685/htce.1390

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Britta Breser, Christian Heuer

28-38

Practicing connections: “Doing” responsibility in historical-political educational processes

https://doi.org/10.12685/htce.1399

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Anna Schor-Tschudnowskaja, Felicitas Auersperg

39-53

How moving are the victims’ stories? An attempt to question the role of victims in historical education using the example of student essays from Russia

https://doi.org/10.12685/htce.1397

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Sarah Godsell, Paul Maluleka

54-69

Student voice in history teacher education: A means to build pedagogies around marginalized historical narratives

https://doi.org/10.12685/htce.1398

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Alex Honold, Logan Eiland

70-90

Teaching local difficult history through primary sources: Exploring tensions in teachers’ pedagogical reasoning

https://doi.org/10.12685/htce.1392

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Ulrik Holmberg Holmberg

91-109

"Can genocide be prevented?": Swedish lower secondary students determine historical significance

https://doi.org/10.12685/htce.1389

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Mila Bammens, David van Alten, Laura Bucher, Beatrice de Graaf, Bjorn Wansink

110-128

Teaching about terrorism: Evaluating a historicizing pedagogy in times of crisis and disruption

https://doi.org/10.12685/htce.1395

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Miniatures

David Nally

129-139

How can history teachers respond to post-truth?

https://doi.org/10.12685/htce.1537

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Friedemann Scriba

140-148

Historicus* in Resonance, Understanding, Encounter: Experiencing history beyond competence grids

https://doi.org/10.12685/htce.1391

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Bjorn Wansink

149-154

Is there a place for hope in history education?

https://doi.org/10.12685/htce.1396

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