ANITHA OFORIWAH ADU-BOAHEN is a Senior Lecturer in History Education at the University of Education Winneba, Ghana. Her main research interests include Historical Education with special focus on teaching and learning history, Curriculum Development and Evaluation.SEBASTIAN BARSCH, Dr., is Professor of the Didactics of History at the University of Cologne, Germany. His research focuses on inclusive history education, material culture, and disability history.KARL P. BENZIGER, Ph. D. is a Professor of History at Rhode Island College. Main research interests: History and Memory, Cold War, Hungary, Civil Rights, Global History, and History Education.ANDREA BRAIT, MMag. Dr., Associate Professor at the Department of Contemporary History and the Department of subject-specific Education of the University of Innsbruck. Main research interests: historical-political learning, out-of-school learning places.ALEX BUFF; Dr., Professor of Psychology at the Zurich University of Teacher Education in Zurich, Switzerland. Main research interests: quantitative research methods; educational psychology, motivation.AURÉLIE DE MESTRAL, Dr. in History Didactics and History of Education at the University of Geneva and the University of Teacher Education in Lausanne, Switzerland. Main research interests: transformation of school knowledge in history from a didactic and historical point of view, programs and textbook analysis, gender studies.SYLVAIN DOUSSOT, Dr., Professor of History Didactics at the Institut National Supérieur du Professorat et de l'Education of Nantes University, France. Main research interests: the relationship between teaching and learning history, and the didactic training of teachers, within the theoretical framework of learning by problematization.EUGÈNE DÉSIRÉ ELOUNDOU, Doctorate in History from the University of Hamburg, Germany. Associate Professor of History and Teacher Trainer at the Higher Teacher Training College University of Yaoundé 1. Main research interests: The history of Cameroon under German colonization and history didactics.ELISABETH ERDMANN, Prof. Dr. phil. habil., until 2007 Chair of the Didactics of History at the University of Erlangen-Nuremberg, from 2001-2011 President of the International Society for the Didactics of History, since 2011 Honorary President. Main fields of work: Didactics of History, Ancient History, Archaeology.NADINE FINK, Dr., Professor of History Didactics at the University of Teacher Education in Lausanne, Switzerland. Main research interests: teaching and learning practices in history; relations between memory, history and identity; oral history and critical thinking.MARKUS FURRER, Prof. em. Dr., until 2022 Professor for History and the Didactics of History at the Lucerne University of Teacher Education/Switzerland, PD at the University of Fribourg. Main research interest: Contemporary History, Oral History and the Use of History.PETER GAUTSCHI, Dr. phil., is Professor of History Education at the Lucerne University of Teacher Education/Switzerland, where he also is the Head of the Lucerne Institute for History Education and Public History. His research focuses on history education, public history, and curriculum and textbooks development.KATJA GORBAHN, Dr. phil., Associate Professor at the School of Communication and Culture at Aarhus University, Denmark. Main research interests: textbook analysis, history didactics and second language acquisition, identity constructions in historical narratives, digital analysis methods.KAAREL HAAV, Dr., graduated from Tartu University as a historian and a teacher of history and civics. More recently he has conducted a number of sociological studies and designed the main sociological concepts into a system. He has used this system in his teaching and research on civic education and curriculum development in Estonia and Europe.WOLFGANG HASBERG, Dr., Professor for Mediaeval History and History Didactics at the University of Colog

CONTENTSMARKUS FURRER, PETER GAUTSCHI, NADINE FINK: Why History Education?Purpose of Teaching HistoryPETER GAUTSCHI, ALEX BUFF: History Education in the Broad PresentAURÉLIE DE MESTRAL, NADINE FINK, LYONEL KAUFMANN: Why do we Teach History?WOLFGANG HASBERG: Why History makes no senseALAIN LAMASSOURE: History TeachingObjectives and PracticesSYLVAIN DOUSSOT: The Teaching of History and Political EducationVÁCLAV SIXTA: Creating a Historical TextbookBARNABÁS VAJDA: Teaching History in SlovakiaJAN LÖFSTRÖM: What Students see as Generally Important and Personally interesting in the History Classroom, and how it matches the History CurriculumANITHA OFORIWAH ADU-BOAHEN, CHARLES ADABO OPPONG: Testing the understanding of historical significance among pre-service teachers in GhanaJOHAN WASSERMANN, ZOLEKA MKHABELA, LEEVINA IYER: The views of South African History teachers on making the subject compulsoryIdentity and ConflictsTERRY HAYDN: The History Teacher's Dilemma.MICHAEL NDOBEGANG MBAPNDAH, EUGÈNE DESIRE ELOUNDOU: History Teaching, History Education and the Manipulation of History for Identity Construction in Cameroon.KARL P. BENZIGER: Civil Society and the Resurrection of Strong State Politics, or ... It Can't Happen HereKAREL VAN NIEUWENHUYSE: History Education and Identities in FlandersJORIS VAN DOORSSELAERE: Dealing with a CanonDisciplinarity and InterdisciplinaritySEBASTIAN BARSCH, ANDREAS HÜBNER: Concepts of Time in Science Education and History DidacticsKAAREL HAAV: A Social Theory Framework for the Integration of History and Social StudiesANDREA BRAIT: Teaching History in Subject CombinationsELISABETH ERDMANN: History as an Independent Subject or in a Subject Group in GermanyConcepts and Access to History EducationSUN JOO KANG: School History in the Era of Deauthorization and HorizontalityKATJA GORBAHN: Historical Literacy and German StudiesJOANNA WOJDON: Social Media as a Tool in Research on History EducationTHOMAS METZGER: Transnational National History: Perspectives for History EducationInformation about the authors

Sinn und Zweck der Geschichte werden immer wieder neu hinterfragt, weil sich Gesellschaften ständig neu verorten. Davon ist der Geschichtsunterricht direkt betroffen: "Warum Geschichtsunterricht?" Autor*innen aus 18 Ländern und vier Kontinenten fragen daher nach der Bedeutung des Geschichtsunterrichts aus unterschiedlichen Perspektiven: mit theoretischen Überlegungen und Modellen, mit Bezügen aus der Unterrichtspraxis und Erkenntnissen aus der Forschung. Die Publikation präsentiert eine ganze Reihe von Gründen, warum Geschichte heute unbedingt unterrichtet werden muss. Sie liest sich als Plädoyer für einen kompetenten Umgang mit Geschichte in heutigen Gesellschaften.