'This book, informed by exceptionally wide inquiry into current history teaching practices in the English-speaking world, is a real achievement. The authors convey current context and challenges with great insight, and they move through possibilities in sequencing, content, skills and assessment, without strident comment, extending our knowledge of options and pitfalls in the process' - Peter N. Stearns, Provost, George Mason University
Generally, this is a very thoughtfully composed book that certainly touches on a number of pertinent issues in the field that will pique the interest of students and teachers of history alike. One of the books strengths, in particular, is in locating disciplinary insecurities and concerns within the broader context of Higher Education. This is certainly a debate that history students should be conscience of, and, actively engaged in. To the authors further credit, the use of a wide variety of comparative examples from institutions around the world is novel, and certainly, warmly welcomed.
The book raises essential questions about the history of the subject of history. Methods are reflected in the light of their use in the past and general tendencies are highlighted. This book supplements the broad how-to-do literature for teachers of history at any level; it provides a specifically historic perspective on "teachind & learning history" by turning the subject's criticial methods on its own history.
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