HERJ, an international, diamond open-access, peer-reviewed journal focusing on the global significance and impact of history education. Published by @UCLpress
Joined April 2020
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You can find us on Bluesky for updates on the latest publications and calls for papers:
bsky.app/profile/histedresea…
🌟 UCL Press Journals’ post highlighting the most cited articles of recent years features 2 thought-provoking articles published in HERJ, drawing on both the past and the future of #EducationResearch.
Read the articles and other high-impact research here: bit.ly/42uACt7
📚 It’s #InternationalDayOfEducation! We’re exploring how history can equip students to confront the #ClimateCrisis.
This article published in HERJ argues for urgent reform in history curricula to tackle #ClimateChange as a societal and academic issue: bit.ly/40sijC3
HERJ has an open call for papers on Mixed Methods and Triangulation in History Education Research.
Submissions can be made directly on the journal's submission site.
Find out more here: journals.uclpress.co.uk/herj…
This article focuses on out of the classroom learning experiences of #HistoryEducation during turbulent periods.
doi.org/10.14324/HERJ.21.1.1…
This fascinating article, by authors at @IOE_London, already one of the top read papers of 2024, explores how the #BritishEmpire, #migration and #belonging are taught in English secondary schools:
doi.org/10.14324/HERJ.21.1.1…
The final publication in the current volume is part of the series on ‘history education in historical perspective’ and presents a 25-year overview of #HistoryEduction in Portugal:
doi.org/10.14324/HERJ.21.1.1…
🎁2024 wrapped -
Take a look at the articles published in HERJ this year and see what your peers are writing about.
A major theme in HERJ publications in 2024 is students' perspective on and interpretation of #History, with developing themes on #textbooks and #curricula.
This paper, the first in the series on ‘History education in historical perspective’ explores how students make use of their knowledge on national history.
doi.org/10.14324/HERJ.21.1.1…
In ‘Rethinking assessment’, author @DrSarahHolland explores the potential of innovative and creative assessments in #HistoryEducation and the importance of diversifying assessment:
doi.org/10.14324/HERJ.21.1.0…
The need to prepare school students to respond to the #ClimateCrisis is rapidly rising in educational agendas, but what role can #HistoryEducation play?
In this review, authors call for urgency to reform history curricula & better support for teachers:
doi.org/10.14324/HERJ.21.1.0…
Integrating questions on #RSA remains a challenge for #HistoryEducation.
This article explores how students & teachers relate historical narratives about women’s sexuality between the past and present:
doi.org/10.14324/HERJ.21.1.0…
This article by @sara_karn explores the pedagogies that history teachers use to foster historical empathy, drawing from interviews with secondary school history teachers in Canada.
Designing historical empathy learning experiences
doi.org/10.14324/HERJ.21.1.0…
What linguistic challenges do African-language-speaking learners face when taught history in English?
Explored through the South African school experience, you can read about the complexities of learning history in English here:
doi.org/10.14324/HERJ.21.1.0…
Substantive historical concepts are an essential part of the #HistoryCurriculum. This article applies theory from cognitive development psychology in the field of history didactics:
doi.org/10.14324/HERJ.21.1.0…
This article analyses students’ interpretations of historical sites, and discusses how this contributes to #HistoryEducation in a case study of #SchoolTrips to #Auschwitz:
doi.org/10.14324/HERJ.21.1.0…
Why is it important for #HistoryEducation to include students’ identities as perspectives? In this article the author discusses why:
Students’ views of historical significance – a narrative literature review
doi.org/10.14324/HERJ.21.1.0…
This paper uses students’ interpretations of their experiences learning history in Ghana to determine what motivates studying history. As a result, the authors invited one of the participating students to co-author this paper:
doi.org/10.14324/HERJ.21.1.0…
