1st Edition

Teaching and Learning the Difficult Past Comparative Perspectives

Edited By Magdalena H. Gross, Luke Terra Copyright 2019
    316 Pages
    by Routledge

    316 Pages 4 B/W Illustrations
    by Routledge

    Building upon the theoretical foundations for the teaching and learning of difficult histories in social studies classrooms, this edited collection offers diverse perspectives on school practices, curriculum development, and experiences of teaching about traumatic events. Considering the relationship between memory, history, and education, this volume advances the discussion of classroom-based practices for teaching and learning difficult histories and investigates the role that history education plays in creating and sustaining national and collective identities.


    Simone Schweber


    Magdalena H. Gross and Luke Terra

    Part I Theorizing the teaching and learning of difficult histories

    1. Teaching difficult histories: The need for a dynamic research tradition

    2. Keith Barton

    3. Contextual Gatekeeping: Teacher decision-making in multiple and overlapping milieus

    4. Thomas Misco

    5. Sublime Understanding: Cultivating the Emotional Past

    Cam Scribner

    Part II Teaching difficult histories

    4. An Inquiry-Based Curriculum Design for Difficult History

    Bradley Fogo and Joel Breakstone

    1. Ethical Judgments about the Difficult Past: Observations from the Classroom

    Lindsay Gibson

    1. When Past and Present Collide: Dilemmas in Teaching the History of the Israeli-Palestinian Conflict

    2. Sivan Zakai

    3. Warts, Polyps, Blisters and All? Problems in Learning to Teach a Provocative Past in a Troubling Way

    4. Bruce VanSledright and Sebastian Burkholdt

    5. Güeras, Indigenas, y Negros: A Framework for Teaching Mexican American Racial/Ethnic Histories

    6. Maribel Santiago

    7. Betrayal, Conversion, and Complicity in the Middle East Classroom

    8. Taymiya R. Zaman

      Part III Learning difficult histories

    9. Soft or Hard Biculturalism and Beyond: How New Zealand Adolescents Construct Contemporary Significance of the Nation’s Founding Document

    10. Terrie Epstein and Michael Harcourt

    11. History Education, National Identity, and the Road to Brexit

    12. Eleni Karayianni and Stuart Foster

    13. "I need to hear a good ending":How students cope with historical violence.

    14. Jeremy Jimenez

    15. The Myth of "Black Confederates": Beliefs of Students and Implications for History Educators

    16. Gabriel A. Reich and Amy Corning

    17. "We’ve Been Screwed": French Québecers and Their Past

    18. Jocelyn Létourneau

    19. Student Motivation to Confront Difficult Local History

    20. Rob Lucas

    21. Learning History Through Culture: The Krakow Jewish Festival

    22. Ari Y. Kelman

    23. "Still Racist, Just Less Outward About It:" Secondary Students Narrate Connections Between Slavery and Racism

    24. Justine Lee

    25. Sweetening the Past: Selling Heritage at Knott’s Berry Farm

    Harper Keenan


    Sam Wineburg




    Magdalena H. Gross is a Senior Research Associate at the Center to Support Excellence in Teaching (CSET) at Stanford University, USA.

    Luke Terra is Director of Community Engaged Learning and Research at Stanford University, USA.