LEADER 02081nam  2200397z- 450 
001 9910634061403321
005 20231214141116.0
035   $a(CKB)5850000000308361
035   $a(oapen)https://directory.doabooks.org/handle/20.500.12854/95499
035   $a(EXLCZ)995850000000308361
100   $a20202212d2020      |y             0
101 0 $ager
135   $aurmn|---annan
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aGeschichtsunterricht de-zentrieren$eGlobale Verflechtungen historisch denken lernen
210   $aBielefeld$cKipu-Verlag$d2020
215   $a1 electronic resource (98 p.)
225 1 $aEnsayos InterAmericanos
311   $a3-946507-51-4 
330   $aGlobal-historical approaches plead for the overcoming of national-historical traditions. This is accompanied by the demand to consciously reflect on the long-suppressed category of space in historical research. While there are signs of a rethinking in this context in the academic landscape, a national narrative continues to dominate in history lessons, both at the curricular level, but also in the planning of teaching units and materials for the classroom. With a view to the teaching of history in Germany, the call for a de-centering of historical learning provides suggestions as to how globally networked thinking can be promoted in the classroom. The starting point of these considerations is the teaching material series 'Wissen um globale Verflechtungen' ('Knowledge of Global Interconnections').
606   $aEducation$2bicssc
606   $aEducational: History$2bicssc
610   $aGlobal learning, historical learning, postcolonial theory
615  7$aEducation
615  7$aEducational: History
700   $aSchwabe$b Nicole$4auth$01283335
702   $aRaussert$b Wilfried$4edt
702   $aKaltmeier$b Olaf$4edt
702   $aRaussert$b Wilfried$4oth
702   $aKaltmeier$b Olaf$4oth
906   $aBOOK
912   $a9910634061403321
996   $aGeschichtsunterricht de-zentrieren$93019107
997   $aUNINA