History Education Research Journal
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histedresearch.bsky.social
History Education Research Journal
@histedresearch.bsky.social
790 followers 190 following 86 posts
HERJ, an international, diamond open-access, peer-reviewed journal focusing on the global significance and impact of history education. Published by UCL Press @ https://journals.uclpress.co.uk/herj
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History Education Research Journal @histedresearch.bsky.social · 8d
The HERJ series 'Democratic Resilience & Regression in History Education since 1945' has started publishing.

Read the articles from the series: journals.uclpress.co.uk/herj/collect...

Sign up to the HERJ newsletter to receive updates from the journal: journals.uclpress.co.uk/herj/site/su...
An image showing the journal cover of History Education Research Journal on the right side, and text on the left side that reads, "Democratic resilience and regression in history education since 1945. This HERJ series provides an overview of intersections of historical and democratic consciousness by exploring how the understanding of democracy as an aim and as content in history education has developed, circa 1945 to the present'. Beneath the text the UCL Press logo is shown and an open access logo appears in between the journal cover and text.
histedresearch.bsky.social
On the HERJ blog, the authors of this paper discuss the implications of their findings and why they chose to publish in HERJ:
journals.uclpress.co.uk/herj/news/110/

Read the full paper here: doi.org/10.14324/HER...
The journal cover is shown on the right side of this image. On the left side, within a green speech box, there is text that reads 'Our findings have important implications for informing the future development/ revision of textbooks, so that they support teaching and learning history in ways that foster democratically conscious young people. Sara Karn, Kristina R. Llewellyn and Penney Clark, authors of "Never the two shall meet? Connecting historical and democratic consciousness in Canadian K-12 history textbooks"'. The UCL Press logo appears at the bottom of the image and the open access logo is displayed between the journal cover and text.
November 12, 2025 at 12:08 PM
histedresearch.bsky.social
Teachers, especially history teachers, are crucial to helping students realise their role as citizens within democratic society.

On the HERJ blog the authors of 'A vote for Australian democratic consciousness' discuss the intention behind their article: journals.uclpress.co.uk/herj/news/109/
November 11, 2025 at 10:48 AM
histedresearch.bsky.social
On the HERJ blog Sarah Godsell discusses her article and explores how poetry can be used to learn and teach history:
journals.uclpress.co.uk/herj/news/108/

You can read the full #OpenAccess article here: doi.org/10.14324/HER...
The journal cover is shown on the right side of this image. On the left side is a quote from an author. It reads, 'Poems can let people learning history connect to historical moments and perspectives emotively, opening up a different way of learning history. Sarah Godsell, author of Poetry as a site of history education and exploration: learning history from and with poetry, on the HERJ blog'. The UCL Press logo appears at the bottom of the image and the open access logo is displayed between the journal cover and text.
November 7, 2025 at 10:14 AM
histedresearch.bsky.social
What can be learned from the entrenched positioning of Indigenous peoples w/in a colonialist understanding of cultures?

This paper, part of the democratic resilience series, aims to contribute a framework for how historical consciousness can be guided by moral consciousness:
doi.org/10.14324/HER...
The journal cover is shown on the right side of this image. On the left side the article title and a brief summary is written in black text. It reads, 'A vote for Australian democratic consciousness: teaching civics through history. This article aims to demonstrate how historical consciousness can be cultivated in tandem with moral consciousness so that learning opportunities in schools can more authentically suit the characteristics of localised Australian context, including integrating Indigenous knowledges in Australian curricula'. The UCL Press logo appears at the bottom of the image and the open access logo is displayed between the journal cover and text.
November 6, 2025 at 12:21 PM
histedresearch.bsky.social
📢New publication, and the first from the HERJ series, 'Democratic resilience and regression in history education since 1945'.

This article explores the intersections of historical and democratic consciousness in education using history textbooks in Canada:
doi.org/10.14324/HER...
The journal cover is shown on the right side of this image. On the left side the article title and a brief summary is written in black text. It reads, 'Never the two shall meet? Connecting historical and democratic consciousness in Canadian K-12 history textbooks. "If we are to support students in becoming historically informed civic leaders, all history textbooks must pay greater attention to the connections between historical and democratic consciousness."'. The UCL Press logo appears at the bottom of the image and the open access logo is displayed between the journal cover and text.
November 5, 2025 at 9:06 AM
histedresearch.bsky.social
The HERJ series 'Democratic Resilience & Regression in History Education since 1945' has started publishing.

Read the articles from the series: journals.uclpress.co.uk/herj/collect...

Sign up to the HERJ newsletter to receive updates from the journal: journals.uclpress.co.uk/herj/site/su...
An image showing the journal cover of History Education Research Journal on the right side, and text on the left side that reads, "Democratic resilience and regression in history education since 1945. This HERJ series provides an overview of intersections of historical and democratic consciousness by exploring how the understanding of democracy as an aim and as content in history education has developed, circa 1945 to the present'. Beneath the text the UCL Press logo is shown and an open access logo appears in between the journal cover and text.
November 4, 2025 at 12:56 PM
histedresearch.bsky.social
In this paper a study was conducted to identify curricular goals for colligation in students’ causal arguments. The study finds that students were capable constructing their own causal colligation, appreciating the disciplinary framework that underpinned those constructions:

doi.org/10.14324/HER...
Characterising curricular goals for colligations in students’ causal arguments
In the ‘historical thinking’ tradition of curriculum design, the philosopher of history W.H. Walsh’s concept of colligation has mostly been adopted to enable students to construct coherent, powerful a...
doi.org
September 16, 2025 at 10:59 AM
histedresearch.bsky.social
This article explores the relationship of family memory and children’s history learning, reporting on a broader qualitative study on how Greek-Cypriot survivors of 1974 build self-narratives for communicating their experiences to the younger generation:
doi.org/10.14324/HER...
August 15, 2025 at 9:46 AM
histedresearch.bsky.social
What factors influence students’ learning of historical empathy? This paper analyses empirical research to understand these factors, and explains why this is important to the field of history education by examining the implications for educators:
doi.org/10.14324/HER...
What can empirical research tell us about how to develop students’ historical empathy? A scoping review
The aim of this scoping review is to systematically select, analyse and synthesise recent empirical research to better understand the factors that influence students’ learning of historical empathy, a...
doi.org
August 8, 2025 at 2:06 PM
Reposted by History Education Research Journal
arthurjchapman.bsky.social
Huge congratulations to @cpaucl.bsky.social doctoral graduate Dr Melina Foris on the publication of this important & innovative paper on official & family memory in Cyprus. @histedresearch.bsky.social @coe.int @uclpress.bsky.social @heirnet.bsky.social journals.uclpress.co.uk/herj/article...
July 24, 2025 at 6:47 AM
histedresearch.bsky.social
How are women in the past represented in current history textbooks?

With specific attention paid to three consecutive waves of feminism, this paper examines the representation of women in Hungarian and Flemish history textbooks:
doi.org/10.14324/HER...
July 22, 2025 at 10:00 AM
histedresearch.bsky.social
Museums are increasingly adopting sensorial technologies, challenging people to reconsider how immersive museum experiences may add to learning. This study, by Wouter Smets and Vincent Euser, explores emerging technologies in museum exhibits:
doi.org/10.14324/HER...
July 16, 2025 at 8:15 AM
Reposted by History Education Research Journal
arthurjchapman.bsky.social
Narrative Competence, History & Responsibility - call for papers @histedresearch.bsky.social: deadline for submitting abstracts 31st of August. journals.uclpress.co.uk/media/journa... #historyeducation
July 2, 2025 at 5:35 AM
histedresearch.bsky.social
Religious beliefs and history education:

What impact does religious belief have on students' historical understanding? In this article authors explore the historical significance attributed to biblical stories among secular and religious Jewish adolescents:
doi.org/10.14324/HER...
July 4, 2025 at 4:20 PM
histedresearch.bsky.social
"Sticking to tradition: history content distribution in Czech school curricula"

This study assesses alignment between the National Curriculum and school curricula concerning history education in Czech schools.

A fascinating insight to history education in Czech classrooms:

doi.org/10.14324/HER...
June 30, 2025 at 9:57 AM
histedresearch.bsky.social
On the HERJ blog, the publication of 'History Education Beyond the Classroom'.

This series brings together high-quality articles that explore how history education should think about forms of presenting pasts and the implications for formal history education:

journals.uclpress.co.uk/herj/news/86/
History Education Beyond the Classroom
The History Education Research Journal is excited to share the launch and publication of a new special series on ‘History Education Beyond the Classroom’. Edited by Prof Arthur Chapman (IOE, UCL’s Fac...
journals.uclpress.co.uk
June 19, 2025 at 10:28 AM
histedresearch.bsky.social
HERJ has a new #CallForPapers: 'Truth-telling in history education: Truth and justice in a ‘post-truth’ era'.

For more information, including how to contribute, read the full call here:
journals.uclpress.co.uk/herj/news/25/

Articles will publish #OpenAccess and without APC
June 18, 2025 at 11:22 AM
Reposted by History Education Research Journal
judakaleta.bsky.social
Just got my first paper published! 🥳 doi.org/10.14324/HER...

How Czech schools teach history:
1. 95% follow national themes
2. Textbooks shape content + order
3. Extra topics aren’t random - cluster around classic narratives

Thanks @histedresearch.bsky.social team for your very professional work!
Sticking to tradition: history content distribution in Czech school curricula
This study examines the distribution of historical topics within Czech school curricula. Following a pre-registered methodology, a randomised sample of 321 Czech schools was selected, and history topi...
doi.org
June 18, 2025 at 7:39 AM
histedresearch.bsky.social
By the end of the #Covid19 #pandemic, the #HE sector was praised for its resilience in meeting unprecedented challenges, creating a future vision of online learning. But what consideration is being given to the experience of academic staff teaching under pandemic conditions?

doi.org/10.14324/HER...
Post-pandemic pedagogy: experiences of learning and teaching history before, during and after Covid-19
This article presents and analyses the findings of a nationwide survey of history staff and students conducted during the Covid-19 pandemic. More than five hundred respondents from nearly fifty univer...
doi.org
June 16, 2025 at 2:45 PM
histedresearch.bsky.social
Since the increased emphasis on high-stakes testing in the USA, schools have prioritized professional development to enhance teaching methods. But is this a burden or benefit? Read more here:

The use of professional development in the middle grades history classroom
doi.org/10.14324/HER...
The abstract of the article is shown and reads: This study investigated middle school history teachers’ perceptions of professional development. The participants of this study included nine middle school history teachers in the United States. Using semi-structured interviews, a qualitative case study investigated four research questions: (1) What are middle school history teachers’ perceptions of professional development?; (2) What are middle school history teachers’ perceptions of professional development and its relation to the subject?; (3) What are middle school history teachers’ perceptions of pedagogy?; and (4) What are middle school history teachers’ perceptions of professional development and student achievement?
June 10, 2025 at 10:34 AM
Reposted by History Education Research Journal
arthurjchapman.bsky.social
Delighted 2 hear that @histedresearch.bsky.social, a @uclpressjournals.bsky.social diamond open access journal, were notified today that our application 2B indexed on @scopus.bsky.social has been approved! Looking forward 2 adding this 2 our list of indexes! journals.uclpress.co.uk/herj/site/ab...
June 9, 2025 at 11:11 AM
histedresearch.bsky.social
HERJ has a new #CallForPapers on Narrative Competence, History & Responsibility.

For more information, including how to contribute, read the full call here:
journals.uclpress.co.uk/herj/news/25/

Articles will publish #OpenAccess and without APC
June 9, 2025 at 11:49 AM
histedresearch.bsky.social
Perceptions of historical significance are at the centre of history education.
This fascinating theory synthesis article aims at mapping frameworks and criteria used in the conceptual landscape of historical significance:
(Re)mapping the terrain of historical significance
doi.org/10.14324/HER...
The abstract of the article is shown. It reads, "This theory synthesis article aims at (re)mapping frameworks and criteria used in the conceptual landscape of historical significance. The analysis connects and unpacks a diverse range of conceptual frameworks, and concludes that these frameworks represent a broad spectrum of criteria, rather than a unified consensus. The mapping also results in two distinct areas within the landscape: the Research terrain, containing conceptual tools for research on students’ perspectives on historical significance, and the Education terrain, equipped with didactical frameworks developed for the classroom. A compilation of the criteria drawn from the included frameworks is also undertaken. In doing this, the concepts of objective and subjective dimensions of epistemic knowledge are used to sort, unpack and problematise the criteria. This study provides theoretical, didactical and methodological insights into the area of historical significance, offering a tentative atlas to facilitate researchers and educators in navigating this landscape."
June 4, 2025 at 9:40 AM
histedresearch.bsky.social
What role should emotions play in the history classroom?
Based on how history teachers plan for teaching the Holocaust, this paper suggest that emotions can be used as
✔️an entrance point for learning
✔️a tool in teaching
✔️an educational goal

doi.org/10.14324/HER...
Title page of the History Education Research Journal article, "How we try to grasp genocide: emotions in Holocaust education"
June 2, 2025 at 8:41 AM
histedresearch.bsky.social
Meaningful learning beyond the textbook

Using a case study of student experiences during an authentic historical inquiry on local heritage, this paper aims to explore how students actually perceive and work with meaningful historical inquiry:

doi.org/10.14324/HER...
May 28, 2025 at 12:57 PM