This book explores the challenges of teaching European history in the 21st century and provides research-informed approaches to history teaching that combine civic education, historical consciousness, and the teaching of controversial social issues. With contributions from researchers across Europe, the book includes both theoretical and case study chapters. The first part of the book addresses issues such as globalization and teaching in an interconnected world, using multicultural and critical approaches, decolonizing education, and teaching uncomfortable narratives of the past. The second part of the book showcases thematic chapters dedicated to teaching intersecting topics in the European curriculum such as violence and armed conflict, social inequality, gender equality, the technological revolution, and religion. Ultimately, this volume promotes criticality, civic engagement, and reflection on social issues, thereby prompting methodological change in the teaching of history as we know it. It will appeal to researchers and students of history education, democratic education, and citizenship education, as well as teacher educators and trainee teachers in history. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

By the time the Berlin Wall collapsed, the cinema of the German Democratic Republic—to the extent it was considered at all—was widely regarded as a footnote to European film history, with little of enduring value. Since then, interest in East German cinema has exploded, inspiring innumerable festivals, books, and exhibits on the GDR’s rich and varied filmic output. In Re-Imagining DEFA, leading international experts take stock of this vibrant landscape and plot an ambitious course for future research, one that considers other cinematic traditions, brings genre and popular works into the fold, and encompasses DEFA’s complex post-unification “afterlife.”

This book proposes ‘paragogic’ methods to re-imagine the art academy. While art schooling was revolutionised in the early 20th century by the Bauhaus, the author argues that many art schools are unwittingly recycling the same modernist pedagogical fashions. Stagnating in such traditions, today’s art schools are blind to recent advances in the scholarship of teaching and learning. As discipline-based education research in art eternally battles the perceived threat of epistemicide, transformative educational practices are rapidly overcoming the perennialism of the art school. The author develops critical case studies of open source and peer-to-peer methods for re-imagining the art academy (para-academia) and andragogy (paragogy). This innovative book will be of interest and value to students and scholars of the art school, as well as how the art academy can be reimagined and rebuilt.

Universities are increasingly criticised for their limited relevance to a globalized and unequal world. Drawing on research from over 27 countries, this book outlines new directions for universities and the need to rethink the education that they provide based on the experiences of schools of international development studies.

Technological advances allow for improved immersion experiences using information and communication technologies (ITCs) and their respective didactic possibilities. On the other hand, with the expansion of internet, mobile applications, and video games, they have become common use in student educational environments. By integrating digital tools and resources into the curriculum, teachers can create interactive and immersive learning experiences that cater to diverse learning styles and foster critical thinking skills. Harnessing new technology may allow educators to enrich their classrooms while preparing students to navigate the digital world, bridging the gap between theoretical knowledge and practical application in social and experimental sciences. Utilizing ICT for Didactics of Social and Experimental Sciences explores the benefits of using information and communication technology in social and experimental sciences. It includes strategies and resources such as virtual reality, augmented reality, videogames, and virtual classrooms that can transform social sciences, teaching and learning, and society. This book covers topics such as digital technology, virtual reality, and gamification, and is a useful resource for computer engineers, scientists, sociologists, education professionals, academicians, and researchers.

In 28 essays selected from the proceedings of the XXII International Congress of FILLM held at Assumption University, Bangkok, scholars and teachers of languages and literatures have noted, bemoaned and analyzed the waning influence of the humanities to varying degrees. They have raised questions, offered solutions and vigorously defended their languages and literatures, often in no uncertain terms - not as a politically correct thing to do, but as a human obligation. The papers presented here are true to the spirit of the Congress from the moment of the keynote address to what followed in a spontaneous outbreak of voices from scholars of more than 70 universities throughout the world. For the first time, in an international congress, scholars have described with great sensitivity many languages and literatures often considered the periphery, in a sincere attempt to understand 'the other', thus making a passionate plea for inclusion in the umbrella of the world's languages and literatures. With contributions by keynote speaker and authority on Comparative Literature Gayatri Spivak, USA and plenary speakers Vridhagiri Ganeshan, India; Roger Sell, Finland; Antoine Compagnon, France; and Chetana Nagavajara, Thailand this volume is of immense interest to scholars and teachers of languages and literatures the world over.