Description

Global historical approaches plead for the overcoming of national historical traditions. This goes hand in hand with the demand to consciously reflect the long suppressed category of space in historical research. While there are signs of amending within the scientific landscape in this respect, a national narrative continues to dominate in history education. The demand for de-centering historical learning, provides ideas on how to promote globally networked thinking in the classroom with a view at history education in Germany.

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