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There are two popular views regarding the origin of critical thinking: (1) The concept of critical thinking began with Socrates and his Socratic method of questioning. (2) The term 'critical thinking' was first introduced by John Dewey in 1910 in his book "How We Think." This paper argues that both claims are incorrect. Firstly, critical reflection was a distinguishing characteristic of the Presocratic philosophers, setting them apart from earlier traditions. Therefore, they should be recognized as even earlier pioneers of critical thinking. Secondly, John Dewey not only used the term 'critical thinking' before 1910, but there were also other authors who used it before him. The meaning of 'critical thinking' at the turn of the twentieth century was shaped by various traditions of linguistic usage, including literary criticism, science and medicine, and Kantian philosophy.

This case study of the Russian Empire, based on the analysis of more than 100 primary sources in the form of textbooks on domestic history (uchebniki otechestvennoi istorii) and archival documentation, is intended to help understand the evolution of the formation of domestic history as a school subject as an integral part of the imperialist state's historical policy. The essence of the work was an attempt to periodise the development of the educational narrative as one of the components influencing the mentality of the Russian population - or rather, certain segments of it - and the extent of this phenomenon from the point of view of postcolonial studies. Special attention was also paid in the text to considerations based on discourse analysis of how the history of rulers-tsars gradually became the history of the people-Russians.

Citizenship is a contested term and its meanings and implications vary according to the socio-political and historical context in which it originated and continues to be practiced. This research explores the conceptualisation of citizenship among different groups within the Palestinian education system. The research utilises qualitative research methods such as interviews, focus groups, policy document analysis, and classroom observations. The findings of the research reveal that citizenship represents a unique relationship between the individuals and the homeland. Moreover, this research demonstrates how politics and culture affect citizenship conception. It also demonstrates how the absence of Palestinian statehood affects the perception towards citizenship amongst the participants in this research. The study concludes that the existing definitions of citizenship could be adapted, rather than merely adopted from other contexts when applied to the unique Occupied Palestinian context.

In recent years, biographical interviews with former pupils have become important sources for boarding school history. This raises the question as to whether these retrospective sources can be combined with contemporary written material and how to go about that. This paper argues for a triangulation of written with oral sources and the related methods of historical biography research and reconstructive social research. The combination of data and methods turns boarding school history into an interdisciplinary project that poses new challenges for research. At the same time, it also offers a way to a deeper understanding of boarding school history and its long-term effects.

Historical fiction is a powerful genre for inviting children into meaningful conversations centered on the lived experiences of others. Historical inquiry immerses readers in interdisciplinary research experiences and complements language arts Common Core State Standards that call for a balance of fiction and non-fiction text. Antiracist lenses enhance inquiry conversations and help students articulate nuanced understandings of the fictionalized historical events while developing disciplinary and racial literacy knowledge necessary for humanizing history. This article highlights how we, as teacher educators, use historical fiction to engage teacher candidates in inquiry-based social studies lessons to develop their disciplinary and racial literacy skills and practices. Then, we offer an example of how to integrate the C3 inquiry approach using Finding Langston (Cline-Ransome, 2018), a historical fiction text set during the Great Migration, to engage elementary-aged readers in explorations of history, sparking children's agency and engagement in their own learning.

Civic, social and political education (CSPE) is a mandatory citizenship education subject taken during the junior cycle in the Irish post-primary curriculum. This article looks at the historical development of the subject from its first incarnation as civics to its recreation as CSPE and then to its recent move into the Wellbeing Programme. The study investigates the challenges of teaching CSPE and how those challenges relate to being a pedagogic subject, as identified by 206 CSPE teachers and based on a thematic analysis of their responses to survey questions. The findings note challenges related to the low-status of the subject and making it relevant to students. The status issues are linked to a disconnect between the conceptualisation and realisation of the subject, a lack of teacher agency and issues regarding its position in the Wellbeing Programme. The article concludes that CSPE lacks the internal ability to overcome these problems and gain increased status.

The Tygerberg Children's Choir (TCC) is rooted in South Africa's Afrikaner culture. Its transition to a multicultural children's choir, within a drastically changed political dispensation, furnished a rich subject for a historiographic choir identity investigation. From its establishment in 1972 until 2019, Hendrik D. Loock was the conductor. Since then the choir has continued under Karina Erasmus. The TCC is one of the oldest existing mixed-gender regional children's choirs in the country, directed by the longest serving conductor of such a choir. The choir's identity and Loock's forty-seven-year directorship are interwoven, his work perceived as a significant cultural contribution. With his late wife Theresa (TCC accompanist, choral trainer, and arranger of choir music for thirty-two years), Loock confirmed a uniquely familial leadership profile amongst children's choirs. This qualitative biographic report about the life and contribution of Loock and the TCC merges thematically analysed data from the TCC's archival collection, non-participant observations, face-to-face interviews, and contextual information.

How can disproportionate elite political, economic, and social power -- the essence of inequality -- be challenged peacefully and democratically with empowerment from below through critical pedagogy? Paraguay presents a fascinating case study to address this question, especially considering how its history of colonization, authoritarianism, and oppression have implications for present-day society. Erroneously infamous as a South American Nazi haven, little-known Paraguay presents a uniquely resilient indigenous linguistic character and perhaps the deepest authoritarian tradition in Latin America. The current article argues that the disruption of colonial legacies and hegemonic political practices, which are oppressive to low-income, rural populations and particularly injurious to indigenous-descended Paraguayans, can and should come "from below," from the people, and not from the government. I argue that a way forward is through transformative education, drawing heavily on critical pedagogy theorists such as Paolo Freire and others to reflect on the propensity for education to change society.

Does democracy have a bright future? This brief paper addresses this question and argues, that, thanks to Prometheus, political "animals" can build a better-managed corral for their common living which includes a better provision of education for all "animals." A historical analysis of the long past may be used to discern what lies ahead. Democracy requires education and virtue, or to put it in one word, it requires "pedagogy." The higher the level of pedagogy, the closer a politeia would come to an ideal democracy. Sometimes democracy is confused with equality in everything. Political "animals" are not equal, and political systems which treat people with different abilities equally have no future. An ideal society should discriminate according to levels of education obtained and the acquisition of material wealth. If the politeia is ideal, then each citizen has the same opportunity to become more educated and wealthier. In this free competition of being educated and the acquisition of individually made material wealth, ideal societies can flourish as Hesiod postulated in the 8th Century BCE and become stable despite Polybius' predictions in the 2nd-1st Century BCE of the inevitable historical cyclicality of political systems. [Note: The page range (353-364) shown on the PDF is incorrect. The correct page range is 353-363.]

Indonesia is a country that is famous for its culture, arts, traditional crafts, and even traditional houses. This diversity is reflected in each region by having a unique culture as an icon of the area. Therefore, the diversity of arts and culture needs to be preserved, so that it can be used as education and study material for scientific development. This study aims to create a model of cultural preservation through an application to identify the types of traditional buildings in Indonesia. This research focuses on the preservation of traditional Javanese houses because they have many types with uniqueness in terms of topology and also ornaments. Each building model looks similar visually, but actually different because each ornament and topological form has special characteristics. This is an education for students and the general public to know the history of the building. The concept applied in identifying the type of building uses the concept of Deep Learning as one of the fields of Artificial Intelligence (AI). The research begins with the acquisition of building object data, image analysis, development of application as an educational tool for students or the community, and the last is evaluation. The data was taken by taking pictures directly of traditional Javanese buildings in Indonesia using cameras, smartphones, and drones. The total of 1330 images were captured consisting of traditional Javanese house ornaments which are "Joglo" and "Kalang." Based on the tests carried out to recognize building objects, the system successfully able to recognize building objects with an accuracy of 99.5%. In terms of education in recognizing building design and culture, this application was tested on students, it can increase students' knowledge on building history by 97%.

Pre-service teachers (PSTs) often struggle to teach STEM (Science, Technology, Engineering, and Mathematics) content effectively due to lack of training on how to plan a STEM lesson in meaningful ways as well as which subjects to integrate. This dilemma often results in an avoidance of STEM methodology altogether. This paper describes a productive method for training PSTs to successfully teach STEM lessons by using Social Studies content to integrate with Mathematics and Science and to provide context and connection to real-world applications. Along with providing a STEM lesson, the article demonstrates the critical role Social Studies can play as the "glue" for some integrated lesson plans.

This article presents and analyzes general and specific data from a survey carried out in four news media on the subject of human rights (HD). The investigation was guided by qualitative principles and content analysis in the documents found in the journalistic platforms: Brasil de Fato, O Dia, Folha de S. Paulo and Veja. In total, 112 news items were tabulated over seven weeks and organized into 12 topics and grouped into two axes: equality and difference. As a result, the study showed that the human rights agenda is not explicitly addressed on news platforms; the Brasil de Fato platform was the only one with a specific tab for the theme; there is a need to understand media education as one of the fundamental "arms" of human rights education.

After the Second World War, philosophers from former colonies began to work on a hermeneutic better suited to the postcolonial context, as the frameworks adopted in conventional academic philosophy were considered to be inadequate in this regard. This position had already been taken during the colonial period by thinkers like Rabindranath Tagore. Today, current work on world philosophies seems to be informed by similar concerns. This paper will first focus on the common ground between these positions by delineating reasons for closely attending to the context in which philosophy is carried out as well as to the impact that this practice could, and does, have on the lives of those it affects. The paper will then revisit Tagore's spirited appeal to reappropriate and recontextualise the aspects of Asian traditions that undergird common humanity in a world dominated by imperialism and colonialism, before briefly dwelling on current work on world philosophies.

Today, teaching literature has an established place within the school and university curricula in Western and East Asian countries. This seems so natural that we take the educational role of literature for granted. However, history teaches us that elevating literature to an academic subject required a defense of literature against the critical voices raised by philosophy and religion. This criticism was centered on the moral value of literature. This paper explores two prominent defenders of literature in the West and the East: Coluccio Salutati (1332-1406) and Motoori Norinaga (1730-1801). Salutati defended the educational significance of ancient poetry against the criticism from Scholasticism, while Norinaga defended "The Tale of Genji" against the criticism from Buddhism and Confucianism. The paper consists of two parts. The first part is dedicated to the analysis of the arguments deployed by Salutati and Norinaga in defense of literature. Whereas Salutati insists on the philosophical nature of poetry as allegory, Norinaga sees the educational significance of "The Tale of Genji" in teaching of "mono no aware." The second part digs deeper and reveals the respective horizon of each position as the tradition of philosophy and the tradition of waka poetry.

Education in Japan has drawn attention widely from overseas, including a quantity of research pointing out that the context of Japan's modernization and its present-day advanced science and technology can be found in the high literacy rates and prevalent education of Japanese society. However, there has been insufficient examination of the effect of high literacy rates in early modern society on everyday life. Pointing out that at the beginning of the early modern period, character formats, grammar, writing styles et cetera became used in common throughout the country, while the use of written text became compulsory as well, this paper asserts that the establishment of this lettered society was deeply involved with Japan's modernization.

This study aimed to analyze the relationship between understanding Indonesian history, multiculturalism, and historical awareness with the nationalist attitudes of state high school students in Yogyakarta. This type of research was correlational research with a quantitative approach. The sample consisted of 126 students. Data collection used tests and questionnaires. The test was used to reveal data about understanding of Indonesian history and multiculturalism, while the questionnaire was used for revealing students' historical awareness and nationalistic attitudes. The validity of the instrument used a biserial point correlation test and a reliability test with the KR-20 formula. The data then were analyzed by using quantitative descriptive analysis technique. The pre-requisite analysis consisted of the normality test, linearity test and multicollinearity test. The hypothesis testing used Product Moment Correlation, multiple correlation, relative contribution, and effective contribution. The results showed that there is a positive and significant relationship between understanding of Indonesian history, multiculturalism, and historical awareness with students' nationalism. History learning will be much more meaningful if these four concepts are used as the objectives of history learning.

This article provides guidelines for student investigation that address teaching and learning objectives for both the social studies and language arts. Building on historical inquiry methods, the authors advocate for Discipline-Based Art Education (DBAE) as a vehicle for this learning. Because the curricula in secondary English/language arts and history potentially overlap, the question of the legitimacy of William Shakespeare's contributions to the Western canon provides opportunities for interdisciplinary learning. Students grapple with the question of whether Shakespeare would have been capable of writing all the works for which he is credited. They consider two other individuals who represent possible authors who were in position to develop the literary works that conventional histories ascribe to Shakespeare. Students pursue teacher-guided, self-directed, and collaborative activities to attempt to unravel the mystery of Shakespeare's identity and establish the legitimacy of his authorship of internationally celebrated dramas that have been celebrated for over four centuries. The importance of this learning is the impetus it offers students to pursue deep reading of Shakespeare's works to achieve social learning, as well as to exercise research skills that may avail students of keen insights to become better critical readers and historians.

The research was to ascertain the mediating effect of students' perception in the relationship between the history of mathematics, peer-assisted learning, and students' interest in mathematics. The study was based on 394 students from four selected secondary schools in the Ashanti region of Ghana. The study was a survey, adopting a structured questionnaire as the research instrument. Structural equation modelling was estimated using Amos (v.23) software, to test the hypothesized paths. History of mathematics had no direct effect on students' perception towards mathematics, thereby, students' perception acted as a full mediating variable. Peer-assisted learning had a direct effect on students' perception towards mathematics, thereby, students' perception acted as a partial mediating variable. It is recommended to the Ghana Education Service and the Ministry of Education to inculcate the use of history mathematics, as part of the courses in training mathematics teachers.

The powerful undercurrents and rooted presence of coloniality continue to influence the field of English language teaching today (Kubota, 2016). Motha (2014) argues that our field in its historicity and embedded colonial lineage is inherently intertwined with notions of race and power. The language of the colonized is considered by the colonizers to be inferior to the colonial language "associated with the word and people of God, of territory and ownership" (Kalyanpur et al., forthcoming). This essay engages the reader in consciousness-raising practices that require deep introspection on our own positionality, intersectionality (Crenshaw, 1989), and histories with the English language and suggests ways to transform the self and system that dismisses the linguistic and cultural wealth (Yosso, 2005) of our students.

The article is concerned with the difficulty of providing leisure today with a positive definition that goes beyond merely being a negation of work. I argue that the vague boundaries between work and leisure play into the hands of work -- a highly praised activity that is dominant in today's society. I argue that in such a situation, education as leisure and as good in itself is hard to conceive and sustain. First, I present the concept of leisure in ancient Greece (scholé) as time dedicated to autotelic activities -- activities taken for their own good -- a definition that remains paradigmatic despite its later impossibility. I then show that once work has transformed from hated to bearable to eventually understood as good from a moral perspective, the concept of leisure has also changed -- so much so that its positive definition is no longer available to us. After showing how education is affected by the diffusion of the boundaries between work and leisure, I suggest three possible ways to counter this process: (1) focusing on leisure as resistance to the dominance of work, (2) appealing to the deep connection between leisure and religious worship, and (3) a radical rejection of the concept of "leisurely work" or any other kind of work that is presumed good in itself.

The research aimed to 1) study the needs in developing indigenous history for diversity students in Northern Thailand, 2) develop indigenous history learning resources for diversity students in Northern Thailand through area-based participatory action learning of social studies pre-service teachers, and 3) distill learned lessons obtained from developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diversity students in Northern Thailand. The methodology of the research was based on Participatory Action Research (PAR). The sample in the research consisted of 1) community leaders, monks, school administrators, folk philosophers, and youth representatives accounting for 22 people; 2) 10 social studies pre-service teachers; 3) 8 indigenous mural painters, making a total of 40 people. The instruments used in the research were 1) unstructured interview forms, 2) forms of synthesizing knowledge to moral creativity, 3) validity assessment forms of indigenous history data, and 4) focus group discussion recording forms. Qualitative data was analyzed based on content analysis and the presentation was in the form of descriptive analysis. Study results revealed that: 1) From the area-based action on the legend of Viang Malika and Phra Nang Malika from history in the educational sandbox of Chiang Mai province, it was found that the community has demand in terms of developing learning resources telling its indigenous history through the temple which is the common area in the community. The demand is to present indigenous history which is part of the historical development of the Lanna Kingdom in terms of business, politics, administration, education, religions, and the environment including women's roles as governesses or kings. This shows feminist concepts appearing on the page of indigenous history and reflects equality in stepping over physical limitations of the body (disability). The frame limiting gender is destroyed through the history of leaders and kings in indigenous history has influenced the development of the history of the historical development of the Thai local society up to the present time. 2) Developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diverse students in Northern Thailand has brought about indigenous history learning resources integrating cooperation between universities, communities, temples, and schools. Indigenous history learning resources have been brought about, which helps promote quality learning management. And 3) From distilling learned lessons obtained from developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diversity students in Northern Thailand, the important social studies competency of social studies pre-service teachers for 4 aspects were found. This is called the competency of area-based social studies learning or so-called "VCAP" consisting of 1) Value Domain, 2) Cognitive Domain 3) Affective Domain and 4) Psychomotor Domain, which helps promote occupational competency of pre-service teachers to be more efficient.

In this article, I provide a critical reading of the now-removed statue of Sir John A. Macdonald in Charlottetown, Prince Edward Island, Canada. I bring together my own experience visiting the statue with understandings from Indigenous scholarship and public pedagogy theorizing to think about commemorations as public pedagogies that are foremost relational. I consider how the Macdonald statue works narratively, discursively, and as a site of embodied encounter to create a harmful relationality. Thinking relationally, and pedagogically, about colonial statues suggests possibilities not only for understanding how these commemorative practices produce bad relations but also for envisioning and enacting good relations.

This study seeks to offer a comparative analysis of the History of Mathematics (HoM) elements identified in the secondary school mathematics textbooks of different countries. Drawing on document analysis method, this study analyzes the secondary school mathematics textbooks of Turkey, Singapore, Ireland and Canada. The HoM elements in the textbooks are examined in terms of famous mathematicians they present, civilization they are related to, content type, associated learning area and whereabouts they are inserted in the text. This study concludes that the textbooks of Ireland present the highest number of HoM elements quantitatively, and Ireland is followed by Turkey, Singapore and Canada, respectively. The most mentioned mathematicians in the HoM elements are Al-Khwarizmi and Pythagoras; further, the most mentioned civilization is Ancient Egypt. Further, Singapore and Canada prioritize discussion-project whereas Ireland and Turkey focus on history of concepts. Moreover, Turkey, Ireland and Canada present the highest number of HoM elements in the learning area of geometry and measurement. Singapore has the highest number of HoM elements in the area of numbers and operations. This study reveals that the countries do not sufficiently incorporate HoM into their textbooks. The countries with relatively higher number of HoM elements like Ireland use HoM for motivational purposes, rather than for teaching purposes.

Community is a foundational element in honors education. During the global pandemic, students reimagined ways to connect in order to build community and serve one another. Authors describe a virtual collaboration in transcription, where honors students gathered to participate in digital transcribe-a-thons. These informal groupings evolved into a transcribing club that met three times a week (collectively logging more than 1,600 hours) and transcribed over 16,000 historical documents. A study of participating transcribers reveals enhanced historical knowledge, skill building, and opportunities for relationships with students of varying interests and backgrounds despite edicts for social distancing. While a common feature of the club is a connection to something beyond the student, authors maintain that the experience of transcribing also brings a sense of connectedness with fellow honors students and the honors college. Authors provide student insight and outcomes as well as detailed instructions for honors practitioners seeking to introduce historical transcription to their students.

Creativity has been identified as an increasingly important graduate attribute for employment in the 21st century. As sites of significant development of disciplinary specialization, universities seem to be the natural place for creativity to be fostered. However, there remain contestations and ambiguities in the ways creativity is theorized, and this translates to difficulties in operationalization, particularly in the higher education context, which attracts significantly less research than the school setting. Here, we report on interviews with physicists, historians, and poets, as both educators and producers of knowledge that progresses their disciplines, to provide elaborations on the nature of creativity. We draw on sociological theory to elucidate the characteristics of creativity as expressed by experts in particular disciplinary fields. We find that whilst perceptions appear common across the disciplines, on further analysis, they tend instead to encapsulate discrete attributes. Further, there are some qualities of creativity that are uniquely emphasized by participants in specific disciplinary fields. We argue that theorizing both the discipline and the nature of creativity together is important in order to understand how creativity might more fruitfully be discussed and fostered in higher education.

The nature of science describes what science is, how it works, and its interactions with society under the perspectives of philosophy, history, sociology, and psychology of science. Understanding it is an essential aspect of scientific literacy. Given the critical role that school textbooks hold, considering what is taught and how it is taught in schools, we find the presence of the nature of science in school science textbooks to be significant. In this research paper, all Greek biology textbooks of lower secondary education are analysed to evaluate whether principal elements of the nature of science can be found in them. The whole array of educational resources available (textbooks, workbooks, lab guides, teachers' books) was analysed as well as the corresponding official biology curricula. Content analysis was the method of choice, and the 'meaning unit' was the unit of analysis. We found that most of the nature of science references in the material that students were taught in 2021/22 was implicit and not especially designed by the curriculum. Some nature of science aspects were more commonly found (e.g., evidence is vital in science) than others (e.g., science has limits). The most opportunities for the nature of science to be introduced were found in history of science vignettes, laboratory activities, and some optional inquiry activities. However, without a structured design from the curriculum, it is the teachers' responsibility to design and facilitate nature of science instruction (or not). We conclude that lacking explicit references, the nature of science falls into the hidden curriculum and becomes falsely depicted, enforcing a positivist image of science.

We provide a case study of how Carnegie Foundation grants to the University of Alberta (Western Canada) during the Great Depression impacted the university's community engagement practices. Previously unutilized archival sources contribute to a historical survey of the university's Department of Extension as Carnegie philanthropy enabled the establishment of a Fine Arts Division within this department. The many benefits to the wider province, however, were laden with imperialist assumptions around race and the European "canon," and thus contributed to the concurrent development of settler institutions and erasure of Indigenous people's cultures and livelihoods. As Alberta's economy shrinks, unemployment increases, and university funding is cut, it remains unclear whether the desire for new and innovative forms of outreach and engagement seen in the Great Depression still exists today. Concluding, we ask what alternatives to philanthropy we can, as scholars, university employees, and citizens, make available.

The objectives of this study were (1) to develop local-based learning activities in an integrated learning unit entitled "The Legend of Phra Yuen Kantharawichai" for grade 5 students; (2) to compare the student's academic achievement with a criterion of 80%; (3) to compare the students' historical process skills with a criterion of 80%; (4) to compare the students' geographic skills with a criterion of 80%; and (5) to assess the students' local pride. The participants obtained by cluster random sampling method were 34 students of grade 5/2 students studying in the second semester of the academic year 2021, at Mahasarakham University Demonstration School (Elementary). The instruments were (1) a lesson plan; (2) an academic achievement test; (3) a historical process skills assessment form; (4) a geographic skills assessment form; and (5) a measure of local pride. Analysis of the data was percentage, mean score, standard deviation, and t-test. The results of the study showed that (1) the efficiency of the lesson plan was 93.82/84.12, which met the specified 80/80 criteria; (2) the student's academic achievement was significantly higher than the establishment at the criterion of 80% at a statistical level of 0.01; (3) the students' historical process skills were significantly higher than the establishment at the criterion of 80% at a statistical level of 0.01; (4) the student's geographic skills were significantly higher than the establishment at the criterion of 80% at a statistical level of 0.01; and (5) the students' overall local pride was at the highest level. It was concluded that local-based learning could develop students to achieve academic achievement, historical process skills, and geographical skills that meet the goal and make students feel local pride for learning in history subjects that integrate geography and local content.

This article presents a study that examined the historical social narratives of 14-17-year-old Finnish-speaking adolescents in Finland and transnational settings. Our goal was to research what kinds of narratives young people would tell when they were asked to write the history of a group or nationality most suitable for them. The research material was collected as part of data collection in 2020 from three cities: a small Finnish town, a medium-sized city in Finland and a large European city outside Finland. We analysed whether young people chose to write national, sub-national or supra-national historical social narratives. Place-based differences in results were apparent, and we analysed these differences using the concept of spatial socialisation. We also discuss the challenges that history education faces in the light of our findings.

Addressing legacies of past injustice is a central concern for transitional justice. It has most commonly been attempted through a 'truth-telling' approach; it is assumed that if the truth of past injustices is made known, then justice can be acted upon within contemporary society. 'Truth telling'--and disciplinary approaches to learning about past injustices--is therefore a central rationale for postconflict history education. However, this article argues that 'truth telling' is not sufficient for transitional justice history education. Instead, greater attention should be paid to historical legacies, since it is beliefs about how the past impacts the present that shape reparation decision making. While the concept of historical legacies has been under-theorised by transitional justice scholars, this article demonstrates how recent work from the field of history education can be helpful. In particular, this article distinguishes between legacies as essentialised causal relationship between the past and the present, and legacies which refer to how people construct causal relationships between the past and present. By understanding legacies as constructs, this article encourages history educators to engage with how identity factors may mediate the way in which students understand the impact of the past on the present, particularly in postconflict societies.

This article focuses on an approach to the concept of historical time in early childhood education through the lens of cognitive psychology. It consists of three parts: (1) theoretical approaches, inspired by three broad scientific fields -- cognitive psychology, pedagogy and history; (2) the presentation of educational examples, formed by empirical data and case studies; and (3) conclusions. Its main purpose is to combine theoretical approaches and findings from contemporary scientific research with empirical data from the educational process, so as to argue that kindergarten children can represent and be taught the concept of historical time and, with its help, can be introduced to history education.

Within the spirit of conspiration, this article brings together contributions from participants of the PhD-led UCL Reading and React Group 'Colonialism(s), Neoliberalism(s) and Language Teaching and Learning', which ran in 2019/20. Weaving together various perspectives, the article centres on the dialogic nature of the decolonial enterprise and challenges the colonial concept of monologic authorial voice. Across the reflections on participants' own engagements with questions of decolonising language teaching and learning, we pull together three threads: the inherent coloniality of the concepts that shape the very disciplines we seek to decolonise; the need to place decolonial efforts within broader contexts and to be sceptical of projects claiming to have completed the work of decolonising language teaching and learning; and the affordances and limitations offered to us by our positionalities, which the reflexivity of the conspirational encounter has allowed us to explore in some depth. The article closes with a reflection on the process of writing this article, and with the assertion that decolonising the curriculum is a multifaceted and open-ended process of dialogue and conspiration between practitioners and researchers alike.

Time is a concept of historical, social, cultural, philosophical, artistic, economic, technological, scientific relevance. Time assumes different meanings in the Sciences, especially in Physics, acquiring fundamental importance in different physical contexts. However, in both high school and college Physics courses in Brazil, time is usually treated as an abstract mathematical parameter to the detriment of recognizing its different meanings, domains of validity, and historicity concerning its genesis. Such treatment of the concept of time leads us to believe that these more particular notions would probably be present in the conceptions within the complex conceptual profile of future Physics teachers in training. We interviewed preservice physics teachers to investigate this hypothesis in physics teacher education. To categorize students' conceptual profile zones, we developed the Concept Polysemy Organization Matrix (POM) based on the dimensions of the complex conceptual profile model and the genetic scales of Vygotsky. As a result, we start to structure future Physics teachers' conceptual profile of time, identifying a myriad of meanings of time through POM. Beyond that, we verified that future physics teachers' dominant meaning of time is numerical since their main formation activity in physics teacher education reinforces abstract mathematical-physical problem-solving.

Arguably New Zealand's best loved picturebook author/illustrator, Gavin Bishop invariably challenges populist power structures in his fiction and non-fiction. As such, his books are ideal vehicles for teaching children about such broad topics as race relations, colonisation, migration, class conflicts, gender relationships, environmental issues and spiritual beliefs. The fact that Bishop often addresses several of these simultaneously, and draws on found texts to do so, paves the way for the teacher to encourage the child to read not only the lines and images but between and beyond these in order to construct a fuller meaning. This article will discuss Bishop's (2018a) picturebook, "Cook's Cook: The Cook Who Cooked for Captain Cook," which qualifies as "faction", a genre that mixes fact and fiction, with Bishop reproducing historical events and characters whilst investing them with an imaginative dimension. Most obviously, the selected book portrays migration, including the colonisation of New Zealand and the Pacific, and its longer-term effects. Hence, it focuses on the subjugation of the indigenous people, culture, flora and fauna to those that are imported, as well as the domination of the working class by the upper class. However, Bishop is too skilful an author/artist to suggest that everything is black and white. Rather, through paralleling and fusing the aforementioned foci, and in the ways in which the print and pictures work separately, together, sometimes against each other, and in interaction with fore texts, he suggests that dichotomies are mixed. The article will examine those portrayed as minions and masters (whether human or non-human), their conflicts and conflations, and Bishop's use of verbal and visual techniques and fore texts to challenge dominant power structures. It will also argue that, while emphasising dichotomies, Bishop, the master storyteller and artist, creates structures that ensure his picturebook is balanced and whole and that, rather than treating the reader as a minion, allow him or her to become a master of meaning making.

This case study examines how teachers preserve and foster the funds of knowledge students bring to school in the Palenque community of Colombia. Data was collected using the funds of knowledge Matrix instrument, open-ended questions, teacher interviews, and non-participant observations. An analysis of data was done using a domain analysis process, and a category of cultural meanings. The findings included the creation of three new categories: "ethnobotany," "Kuagros," and "Kulum." The study identified teachers' educational practices that fit the culturally relevant profile. These involve rethinking curriculum, reforming instruction, considering the types of funds of knowledge, and a more ethnographic approach.

In this article we discuss how the design of a higher education language course can challenge the power of sentimentality in the classroom. In particular, the paper analyses the role of literature in intercultural language education through the lens of affect theory, while focusing on minimizing sentimentality in the classroom, especially when the literary texts used confront students with trauma-related content involving human rights abuse, death and suffering, and trigger discomforting emotions in students such as sadness, anguish, fear and more. We suggest that it is important for educators and students in higher education to recognize the affective and biopolitical dimensions of literature teaching in intercultural language education. This is illustrated through the design of an English language course syllabus in an Argentinian higher education setting. The paper concludes with a discussion of the curricular and pedagogical implications for intercultural language education.

The research aims to determine which alternative literacy types should be included in the Social Studies curriculum used in Turkey since 2018 The data sources of the research, in which the document analysis method from the qualitative research methods was used, are the 2018 Turkish Social Studies Curriculum (for primary school and middle school 4th, 5th, 6th and 7th grades), and the studies in the relevant literature. The curriculum was accessed from the official internet website of the Republic of Türkiye Ministry of National Education Board of Education and Discipline; literature studies were accessed through databases like WoS, SCOPUS, EBSCO, ERIC, ScienceDirect, Sage, Wiley, Google Scholar, and DergiPark. The data were analyzed with the content analysis. The research results concluded that competencies are mostly related to cultural literacy, scientific literacy, technology literacy, civic (citizenship) literacy, and global literacy skills. Additionally, when the attainments were evaluated separately for each class level (4th-7th grades), it was seen that mainly geographical literacy, historical literacy, scientific literacy, cultural literacy, civic (citizenship) literacy, and global literacy could be included. Based on the results, it is recommended to assess technology literacy, natural disaster literacy, critical literacy, and visual literacy as alternative literacy types.

This research aimed to develop a historical thinking assessment for students' skills in analyzing the causality of historical events. The development process of Gall and colleagues and Rasch analysis models were used to develop an assessment instrument consisting of two processes, including the analysis of the framework of cause and consequence, the validity, reliability, and difficultness test. This research involved 150 senior high school students, with data collected using the validation sheet, tests, and scoring rubric. The results were in the form of an essay test consisting of six indicators of analyzing cause and consequence. The instruments were valid, reliable, and suitable for assessing students' skills in analyzing the causality of historical events. The developed instruments were paired with a historical thinking skills assessment to improve the accuracy of the information about students' level of historical thinking skills in the learning history.