European Association of History Educators

In November 2009, The International Center for Transitional Justice published a report entitled Identities in Transition: Developing Better Transitional Justice Initiatives in Divided Societies which provides guidance to policymakers and practitioners. This document is an outcome of a multi-year, global research project on the ways that identity shapes transitional justice efforts. It provides information about the role of identity in transitional justice and gives guidance on developing transitional justice initiatives that are sensitive to identity-related issues. To read the full report, please go to the website.

The Journal of Conflict Transformation is an independent online publication that provides a forum for scholars, practitioners, policy analysts, starting researchers and bloggers to analyze as well as discuss the Nagorno-Karabakh conflict and issues related to it. The purpose of the publication is to contribute to sustainable resolution of the conflict by expanding scholarship on the subject and encouraging diverse perspectives and analysis. For more information, please visit the webpage of the Journal of Conflict Transformation.

The History Teacher, considered to be the most widely recognized journal dealing with teaching of history in the United States, is a publication of a non-profit organization: the Society for History Education. The Journal is published four times in a year and it contains reports concerning new methods of teaching, analyzes of essential interpretations and historiographical issues and last but not least, critical reviews concerning textbooks and other works for the use in school. On the website the reader can easily find some useful links to related organizations, information about submission of manuscripts and online archive. For more information, please visit the website of History Teacher

Professor Dr. Keith Barton of the Universty of Indiana, expert on the Advisory Panel for the EUROCLIO research project, "What's The Impact? Measuring transformation resulting from pioneering reform initiatives in history education," has co-authored a study on the theory, method and context of researching history education with Linda S. Levstik.

About the Book

Researching History Education combines a selection of Linda Levstik’s and Keith Barton’s previous work on teaching and learning history with their reflections on the process of research. These studies address students’ ideas about time, evidence, significance, and agency, as well as classroom contexts of history education and broader social influences on students’ and teacher’s thinking. These pieces—widely cited in history and social studies education and typically required reading for students in the area—were chosen to illustrate major themes in the authors’ own work and trends in recent research on history education. In a series of new chapters written especially for this volume, the authors introduce and reflect on their empirical studies and address three issues suggested in the title of the volume: theory, method, and context.

"The authors’ research is well known and among the most important American works being done on how children learn history. It is thus a great idea to gather this pivotal research in one place. The volume offers a new perspective through the authors’ reflections on the research process. It is profound without pomposity, ideal for the intended audience; the tone is just right. There really isn’t another book that does what this one does."

Stephen J. Thornton, University of South Florida