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Pedagogical Entanglements and the Cold War: A Comparative Study on Opening History Lessons on the Cold War in Sweden and Switzerland
Stockholm University, Faculty of Social Sciences, Department of Education. The University of Newcastle, Australia.ORCID iD: 0000-0002-0723-442X
2019 (English)In: The Cold War in the Classroom: International Perspectives on Textbooks and Memory Practices / [ed] Barbara Christophe, Peter Gautschi, Robert Thorp, Cham: Palgrave Macmillan, 2019, p. 423-447Chapter in book (Refereed)
Abstract [en]

Thorp uses the case studies of two classrooms, one Swiss, one Swedish, exploring different pedagogical approaches to the Cold War and addressing the challenges posed to teachers of history in general. There is, he argues, a tension inherent in history that arises because history is both fixed yet also contingent upon who relates it. In this chapter, Thorp examines the degree to which the two teachers in his case study operate within this contingency. Thorp’s model of the narratological uses of history allows him to formulate a pedagogical approach which prioritises critical enquiry and the awareness of historical consciousness. Teaching the Cold War particularly reinforces this conclusion, because the topic can be addressed from radically different perspectives.

Place, publisher, year, edition, pages
Cham: Palgrave Macmillan, 2019. p. 423-447
Series
Palgrave Studies in Educational Media, ISSN 2662-7361, E-ISSN 2662-737X
Keywords [en]
History education, Cold War, historical consciousness
National Category
History Pedagogy
Research subject
History
Identifiers
URN: urn:nbn:se:su:diva-175413DOI: 10.1007/978-3-030-11999-7_19ISBN: 978-3-030-11998-0 (print)ISBN: 978-3-030-11999-7 (electronic)OAI: oai:DiVA.org:su-175413DiVA, id: diva2:1365597
Available from: 2019-10-25 Created: 2019-10-25 Last updated: 2019-11-20Bibliographically approved

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CiteExportLink to record
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