Ever since the 1970s, politicised debates have raged over the teaching of history, dubbed the 'history wars'. These debates continue to impact primary and secondary teachers' choices of history curriculum foci to this day. This research aimed to discover history teachers' understanding of how to develop diversity within their history curricula and…

In this article, Andy Lawrence returns to arguments made in "Teaching History 153" about the importance of teaching young people about other modern genocides in addition to the Holocaust. Building on those arguments with his own rationale, Lawrence also acknowledges the constraints on curriculum time that compel all departments to make…

As community colleges strive to prepare students for an increasingly interconnected world, this study investigated the challenges and opportunities in internationalizing history curriculum at these institutions. The research addressed the limited understanding of community college history faculty's perceptions and experiences regarding…

World history curriculum in the United States is Eurocentric. By downplaying contributions from non-Western societies, state standards of world history in the modern era create a narrative of the West as a driver of progress and Europe as the primary protagonist of global events. Research further shows social studies teachers rely on such state…

In Austria, there have been repeated reforms of history curricula in recent years. In particular, these reforms have had the goal of implementing competence orientation. However, numerous research studies have shown that history teachers find it difficult to implement the new standards and that they only partially incorporate the central…

In this article, Jacob Olivey describes his department's efforts to both diversify their Key Stage 3 curriculum and secure greater curricular coherence. Building on a large body of research and practice, Olivey sought new forms of curricular coherence through the selection and sequencing of substantive content across the curriculum. He reflects on…

Within the scope of the study area to strengthen the creative process of the transmission of intangible cultural heritage through teaching practices which UNESCO emphasizes, in this research, it is aimed to develop content for learning processes enriched with context-based questions that can be used in high school geography and history lessons…

In this article, Dan Lyndon-Cohen makes the case that history departments should move from diversifying the curriculum to decolonising it. After reflecting on some examples of how he made the content of his lessons more representative, he explores how the influence of writers such as Michel-Rolph Trouillot and Emma Dabiri inspired him to find…

It is almost 20 years since Michael Riley first invited Key Stage 3 history teachers to 'choose and plant' their enquiry questions. Many members of the history education community have taken up that invitation, making use of overarching enquiry questions to structure students' learning. But what is meant by enquiry in this context is sometimes…

Pedagogical Content Knowledge exists in some capacity in every teacher. It is more well-developed as the wisdom in practice informs it. In their capacity as curriculum gatekeepers, teachers enact their PCK as they decide which content to teach. But what knowledge is of most worth? How do teachers employ the structures unique to their disciplines…

This paper analyses the coverage of Indigenous topics in K-12 education in British Columbia (BC) using curriculum documents and course enrolment. It focuses on curriculum documents published between 1995 and 2010 and mandated in public education from 1995 to 2019, and argues that Indigenous topics were marginalized in the curriculum overall.…

When planning a GCSE period study on the American West, Alex Ford wrestled with reconciling the content demands of the examination specifications with the need to provide his students with a memorable narrative. In this article, Ford shows how he drew on the latest academic scholarship to construct a rigorous, coherent narrative outlining the…

In Sweden, history has recently become a compulsory subject in upper secondary vocational education and training (VET). The aim of this interview study with teachers was to problematize the transition between the ideals of history education in the curriculum and the everyday practices of history teaching. It investigated how the teachers assess…

The "Australian Curriculum: History" has emerged out of a neoliberal federal education policy landscape. This is a policy landscape where pragmatic and performative, rather than pedagogic concerns are clearly foregrounded, and this has implications for curriculum development and implementation. A useful way to conceptualise the features,…

The overwhelming response of history teachers to the final version of the National Curriculum (2014) was one of relief that their insistent, penetrating critique of the first draft had been heeded. Jamie Byrom shares that profound sense of relief and celebrates the achievement of the history education community in making its voice heard. However,…