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Volume 9, No. 3 (2022)
ISSUE DOI: https://doi.org/10.52289/hej9.300
Date published: 14 December 2022
The Didactic Function of Narratives: Teacher discussions on the use of challenging, engaging, unifying, and complementing narratives in the history classroom
Mikael Berg & Anders Persson
Illuminating historical causal reasoning: Designing a theory-informed cognition model for assessment purposes
Uddhava Das Rozendal & Carla van Boxtel
Representation of political conflicts in history textbooks
Djono Djono, Hermanu Joebagio, & Nur Fatah Abidin
Linear transmission of “whiteness”: A textual analysis of a year 9 “timeline”
Kerri Anne Garrard
Democracy is opposed to dictatorship: Danish Holocaust memory and the didactic practices of Danish history teachers
Maren Lytje
Using historical evidence: The semantic profiles of Ancient History in senior secondary school
Lucy May Macnaught, Erika Matruglio, & Yaegan Doran
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