J onathan Z immerman and E mily R obertson . The Case for Contention
Teaching Controversial Issues in American Schools ; S am W ineburg . Why Learn History (When It’s Already on Your Phone)
Bibliographic Data
| ID | 9492274 |
|---|---|
| Authors | Patrick Iber (University of Wisconsin–Madison, corresponding author) |
| Year | 2020 |
| Volume | 125 |
| Issue | 5 |
| Pages | 1807-1809 |
| Publication date | 2020-12-29 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The American Historical Review (JOURNAL) |
| Journal identifiers | ISSN: 0002-8762 • E-ISSN: 1937-5239 |
| Publisher | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/ahr/rhaa548 |
| OpenAlex | W3115310460 |
| Language | EN |
| Citations received | 1 |
As a secondary consequence of the financial crisis, most history departments experienced broad declines in enrollment and majors. A study by Benjamin Schmidt, published in late 2018, showed that the number of history majors declined in percentage terms more than any other major he tracked between 2011 and 2017 (“The Humanities Are in Crisis,” Atlantic, August, 2018). Yet at the same time as institutions have struggled to attract students in the same numbers as years prior, there has been a proliferation of spaces for historians to write for wider publics, especially since 2016. This dual condition, of simultaneous erosion and expansion, has led to many conversations, public and private, about what ought to be done with history education. The two books under review both agree that historical thinking is important to civic life, and both will be helpful to history educators looking to avoid pedagogical errors and produce more...
Advertising · Business · Educator Training and Historical Pedagogy · Oral History, Memory, Narrative Analysis
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,25 |
| Citation span | 2022 - 2022 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |