Markus Furrer
Biographic Data
| ID | 5913105 |
|---|---|
| NAME | Markus Furrer |
| GIVEN NAMES | Markus |
| FAMILY NAME | Furrer |
| SIGNATURE | FURRER M |
| AFFILIATIONS | University of Teacher Education Lucerne |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 3 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Why History Education?
The anthology addresses the question of why history should be taught in schools and the public sphere from different perspectives. Firstly, the publication contains a series of theoretical reflections and models, for example on the handling of time or the question of identity and history. Secondly, authors from all over the world provide information on how this question is dealt with in everyday teaching practice, be it in curricula, educational …
The Teaching of the History of One’s Own Country
The question concerning the importance of history teaching at school is closely linked to the one concerning the mediation of the history of one’s own country. Over the past few years discussions and debates about its meaning, content and functions have, however, increased. But the mediation of the history of one’s own country is a precarious undertaking. The volume presents theoretical considerations, empirical studies and practical case example…
Deutschsprarige geschichtsdidaktische Zeitschriften - ein aktueller Uberlick
The Polish-Lithuanian Commonwealth in Swiss History Textbooks
The claim “We want visibility” can not only be made for the representation of non-European areas and states but arises within the European continent as well. The contribution enquires about the representation of the history of the Polish-Lithuanian Commonwealth before the division of Poland before 1772 in Swiss history textbooks. There only can be found fragmentary references. Thereby, one has to put more specific questions as to which of the ref…
Remembering and Recounting the Cold War
Perceptions and images of the Cold War as they appear in textbooks, in the classroom but also in public and in the scientific discourse are topic of this volume “Remembering and Recounting the Cold War – Commonly Shared History?“. These perceptions and images are particularly interesting because they are part of the communicative memory and are thus in the process of undergoing change. It is also the task of history didactics, here understood as …
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Remembering and Recounting the Cold War
Perceptions and images of the Cold War as they appear in textbooks, in the classroom but also in public and in the scientific discourse are topic of this volume “Remembering and Recounting the Cold War – Commonly Shared History?“. These perceptions and images are particularly interesting because they are part of the communicative memory and are thus in the process of undergoing change. It is also the task of history didactics, here understood as …
The Teaching of the History of One’s Own Country
The question concerning the importance of history teaching at school is closely linked to the one concerning the mediation of the history of one’s own country. Over the past few years discussions and debates about its meaning, content and functions have, however, increased. But the mediation of the history of one’s own country is a precarious undertaking. The volume presents theoretical considerations, empirical studies and practical case example…
Deutschsprarige geschichtsdidaktische Zeitschriften - ein aktueller Uberlick
The Polish-Lithuanian Commonwealth in Swiss History Textbooks
The claim “We want visibility” can not only be made for the representation of non-European areas and states but arises within the European continent as well. The contribution enquires about the representation of the history of the Polish-Lithuanian Commonwealth before the division of Poland before 1772 in Swiss history textbooks. There only can be found fragmentary references. Thereby, one has to put more specific questions as to which of the ref…
Why History Education?
The anthology addresses the question of why history should be taught in schools and the public sphere from different perspectives. Firstly, the publication contains a series of theoretical reflections and models, for example on the handling of time or the question of identity and history. Secondly, authors from all over the world provide information on how this question is dealt with in everyday teaching practice, be it in curricula, educational …
Political science (4 works) · Educator Training and Historical Pedagogy (3 works) · History (3 works) · Law (3 works) · Art (2 works) · Epistemology (2 works) · Philosophy (2 works) · Politics (2 works) · Sociology (2 works) · Aesthetics (1 work)