Enseigner et apprendre l'histoire, manuels, enseignants et eleves Cet ouvrage reunit une vingtaine de textes inedits de didacticiens de l'histoire et d'autres specialistes de l'education historique. Trois generations de chercheurs se rencontrent et les perspectives internationales se croisent. Leurs recherches portent sur les fondements disciplinaires, les politiques educatives, les programmes scolaires, le materiel didactique, les pratiques enseignantes ou l'apprentissage des eleves. A la fois composites dans leurs methodes d'analyse et proches dans leurs questionnements, ces recherches mises en commun offrent un regard comparatif sur les enjeux theoriques et pratiques de l'enseignement de l'histoire et sur la problematique de l'education a la citoyennete. Dans la premiere partie de cet ouvrage, quatre pionniers de la didactique de l'histoire temoignent de leur parcours, des origines de la discipline au Quebec et des defis pour aujourd'hui. Chacune des autres parties tente d'ouvrir de nouvelles voies d'investigation dans l'un de ces quatre champs de recherche en didactique de l'histoire. Materiel didactique: manuel et autres ressources; Enseignants: histoire, education a la citoyennete et representations; Eleves: histoire, education a la citoyennete et representations; Programmes scolaires et enjeux fondamentaux de la discipline.

L’enseignant est aujourd’hui confronté à des élèves chez lesquels il ne reconnaît souvent ni les références culturelles ni les motivations qui ont été les siennes, Mais enseigner l’histoire, n’est-ce pas une tâche encore plus ardue au moment où disparaissent les repères et les démarches qui ont donné sens à l’histoire enseignée ? Il y a pourtant là, pour l’enseignant, une gageure à relever, un pari à gagner. Cet ouvrage est donc ambitieux. Faisant le pari de la démocratisation de l’enseignement, les auteurs montrent que l’histoire peut retrouver sens pour les élèves sans tomber pour autant dans un propos lénifiant. Mais il faut pour cela poser des vraies questions : qu’est-ce que le savoir historique ? qu’est-ce qu’enseigner l’histoire ? comment les élèves peuvent-ils s’approprier ce savoir ? Cet ouvrage n’est donc ni un recueil de recettes ni un manuel de pédagogie. Il fait part des questions que doivent se poser tous ceux qui enseignent ou se préparent à enseigner l’histoire.

Cet ouvrage ne fait pas partie d’une collection, mais il est le prolongement (en Belgique) de la pédagogie développée dans plusieurs collections importantes de manuels scolaires au niveau collège et lycée : Construire l’Histoire, FuturHist, TerrHiStoire, @u monde citoyen et Pratiques des sciences sociales.

Debates about the identity of school history and about the nature and purpose of the learning that does, can and should take place in history classrooms continue in many countries around the world. At issue, in many of these debates, beyond the concerns about history and national identity, are often unaddressed questions about the role and inter-relationship of historical knowledge and historical understanding in historical learning. Research on historical thinking is on-going and a complex tradition of enquiry has developed across national borders in the last 30 years, focusing, in particular on developing students understanding of historical meta-concepts such as ‘evidence’ and ‘causation’. There has been comparatively little focus, however, on the historical content that students study, on how they study it and on how mastery of historical content contributes to students overall picture of a historical past. This volume gathers together recent research and theorising from around the world on key issues central to historical learning and instruction. What sense do students make of the history that they are taught? Are students able to organise historical knowledge in order to form large scale representations of the past and what difficulties can children face in doing so? What are the relationships that obtain between history as an academic discipline, as practised in universities, and history as a subject taught in schools? What can research tell us about the effects of instructional strategies that aim to help students ‘join up’ what they learn in class into meaningful historical knowledge and understanding?

This Handbook presents an international collection of essays examining history education past and present. Framing recent curriculum reforms in Canada and in the United States in light of a century-long debate between the relationship between theory and practice, this collection contextualizes the debate by exploring the evolution of history and social studies education within their state or national contexts. With contributions ranging from Canada, Finland, New Zealand, Sweden, the Netherlands, the Republic of South Africa, the United Kingdom, and the United States, chapters illuminate the ways in which curriculum theorists and academic researchers are working with curriculum developers and educators to translate and refine notions of historical thinking or inquiry as well as pedagogical practice.

Every social studies curriculum tells a story. It is increasingly apparent that new stories are needed to guide us through the multiple and intersecting crises that have come to define our times. This accessible volume supports student teachers, teachers, and teacher educators to engage critically with the stories that social studies curricula tell and neglect to tell, particularly those that relate and contribute to the root causes of contemporary social and ecological injustices. A balanced and inclusive curriculum necessitates a broad range of stories and perspectives, not just the master narratives of dominant groups. Incorporating a range of pedagogical approaches and spanning a diversity of themes, from representations of Africa in Chinese textbooks, to slavery and the American civil rights movement, to refugees and the role of indigenous knowledge systems in addressing climate breakdown, this volume includes and creatively engages with previously marginalized and silenced stories and perspectives. Both practical and theoretical in its approach, it seeks to provoke, meaningfully support, and inspire educators to incorporate alternative stories or counter-narratives into their social studies teaching. This unique volume is essential reading for student teachers, teachers, teacher educators as well as anyone interested in inspiring children and young people to be open-minded, critically engaged, and empathetic agents of change, committed to addressing realworld social and ecological injustices.

"Les expériences, les recherches et les réflexions de 30 enseignantes et enseignants sur l'enseignement de l'histoire et de la géographie"--Memento.