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Direct linkGrever, Maria; Adriaansen, Robbert-Jan – Journal of Curriculum Studies, 2019
To make historical consciousness beneficial for history education research we need to disentangle its multidisciplinary backgrounds so that contradictory approaches and outcomes can be avoided. The aim of this article therefore is to clarify the enigma of its different paradigms. We will discuss two interrelated paradigms: one interpreting…
Descriptors: History Instruction, Teaching Methods, Educational Philosophy, Interdisciplinary Approach
