%0 Journal Article
%T History Curriculum, Geschichtsdidaktik, and the Problem of the Nation
%A Robert J. Parkes
%A Monika Vinterek
%J Education Sciences
%D 2012
%I MDPI AG
%R 10.3390/educ2020054
%X The field of curriculum studies has become increasingly sensitive to the ˇ°effects of global flows, transnational connections, and transcultural interactionsˇ± ([1], p. 43), and an international dialogue has begun to take shape between the European bildung-influenced tradition of Didaktiks and the Anglo-American psychologised Curriculum Studies tradition. As it stands, the dialogue has concentrated on a comparative analysis of the traditions at the level of general curriculum theory or Allgemeine Didaktik (see for example, [2]), and has rarely, if ever, drilled down into an area of subject-specific pedagogy or fachdidaktiks. This special issue seeks to address this directly, by encouraging a dialogue between various regional and national traditions of history education or Geschichtsdidaktik. [...]
%U http://www.mdpi.com/2227-7102/2/2/54