Teaching and Learning the Difficult Past Comparative Perspectives

Building upon the theoretical foundations for the teaching and learning of difficult histories in social studies classrooms, this edited collection offers diverse perspectives on school practices, curriculum development, and experiences of teaching about traumatic events.Considering the relationship between memory, history, and education, this volume advances the discussion of classroom-based practices for teaching and learning difficult histories and investigates the role that history education plays in creating and sustaining national and collective identities.

Foreword Simone SchweberIntroductionMagdalena H. Gross and Luke TerraPart I Theorizing the teaching and learning of difficult historiesTeaching difficult histories: The need for a dynamic research tradition Keith BartonContextual Gatekeeping: Teacher decision-making in multiple and overlapping milieusThomas MiscoSublime Understanding: Cultivating the Emotional PastCam ScribnerPart II Teaching difficult histories4. An Inquiry-Based Curriculum Design for Difficult HistoryBradley Fogo and Joel BreakstoneEthical Judgments about the Difficult Past: Observations from the ClassroomLindsay GibsonWhen Past and Present Collide: Dilemmas in Teaching the History of the Israeli-Palestinian ConflictSivan ZakaiWarts, Polyps, Blisters and All? Problems in Learning to Teach a Provocative Past in a Troubling WayBruce VanSledright and Sebastian BurkholdtGüeras, Indigenas, y Negros: A Framework for Teaching Mexican American Racial/Ethnic HistoriesMaribel Santiago Betrayal, Conversion, and Complicity in the Middle East Classroom Taymiya R. ZamanPart III Learning difficult historiesSoft or Hard Biculturalism and Beyond: How New Zealand Adolescents Construct Contemporary Significance of the Nation’s Founding DocumentTerrie Epstein and Michael HarcourtHistory Education, National Identity, and the Road to BrexitEleni Karayianni and Stuart Foster"I need to hear a good ending":How students cope with historical violence. Jeremy JimenezThe Myth of "Black Confederates": Beliefs of Students and Implications for History EducatorsGabriel A. Reich and Amy Corning"We’ve Been Screwed": French Québecers and Their PastJocelyn LétourneauStudent Motivation to Confront Difficult Local HistoryRob LucasLearning History Through Culture: The Krakow Jewish FestivalAri Y. Kelman "Still Racist, Just Less Outward About It:" Secondary Students Narrate Connections Between Slavery and RacismJustine LeeSweetening the Past: Selling Heritage at Knott’s Berry Farm Harper KeenanAfterwordSam WineburgAppendices

Magdalena H. Gross is a Senior Research Associate at the Center to Support Excellence in Teaching (CSET) at Stanford University, USA.Luke Terra is Director of Community Engaged Learning and Research at Stanford University, USA.