by Magdalena H. Gross (Editor), Luke Terra (Editor)
Building upon the theoretical foundations for the teaching and learning of difficult histories in social studies classrooms, this edited collection offers diverse perspectives on school practices, curriculum development, and experiences of teaching about traumatic events. Considering the relationship between memory, history, and education, this volume advances the discussion of classroom-based practices for teaching and learning difficult histories and investigates the role that history education plays in creating and sustaining national and collective identities.
Author Biography
Magdalena H. Gross is a Senior Research Associate at the Center to Support Excellence in Teaching (CSET) at Stanford University, USA.
Luke Terra is Director of Community Engaged Learning and Research at Stanford University, USA.