The International Journal Volume 15, Number 1

IJHLTR

Last updated: 30th October 2018

Contents

Editorial pp. 5–7
Editorial: Identity, Nationalism And Thinking Historically

France pp. 8–23
Anna Zadora
, University of Strasbourg, France
History Teaching In Belarus: Between Europe And Asia

Brazil pp. 24–33
Maria Auxiliadora Schmidt, Federal University of Paraná, Curitiba, Brazil
The History Of Afro-Brazilian People: A Theme Of The Burdening History Of Brazil

Canada pp. 34–48
Raphaël Gani, University of Ottawa, Canada
David Scott, University of Calgary, Canada
Social Studies Teachers’ Resistance To Teaching Francophone Perspectives In Alberta

Spain pp. 49–64
Cosme J. Gómez Carrasco, University of Murcia, Spain
Ramón López Facal, University of Santiago de Compostela, Spain
Jorge Sáiz Serrano, University of Valencia, Spain
Narrating “Histories Of Spain”. Students Teachers and the Construction Of National Narratives

Greece pp. 65–79
Eleni Apostolidou, University of Ioannina, Greece The Past, The Present And The Future Of The Economic Crisis, Through Greek Students’ Accounts Of Their History

Greece pp. 80–92
Kostas Kaviskis, University of Western Macedonia, Greece
“They Ought To Understand The Achievements Of The Ancient Greeks”: The Views Of Greek Prospective Teachers On The Educational Role Of Archaeology

Greece pp. 93–102
Ioannis Nioutsikos, Institute of International Relations, Athens, Greece
The Effect Of Prior Knowledge On Teaching International History: An Empirical Case Study In UK Higher Education

Sweden pp. 103–117
Stefan Ekecrantz, Stockholm University, Sweden
Academic Critical Thinking, Research Literacy And Undergraduate History

Australia pp. 118–136
Deborah Henderson, Queensland University of Technology (QUT), Australia
'It’s More Complex Than I Assumed’: Examining Pre-Service Teacher Reflections On Preparing To Teach History In The Australian Curriculum In Years 7-10

Malta pp. 137–159
Yosanne Vella, University of Malta, Malta
Kimberly Caruana, University of Malta, Malta
An Investigation Into Finding Effective Ways Of Presenting A Written Source To Students

England – UK pp. 160–172
James William Percival, Oxford Brookes University, Oxford, United Kingdom
Investigating Narrative Forms Of History Pedagogy In Primary Initial Teacher Education In England