This edited book explores conceptual as well as empirical approaches to epistemic
beliefs that teachers of history might hold. In many parts of the world, history
teachers are tasked with both upholding historical national myths and at the same
time giving students the tools needed to deconstruct history and think critically. This
ambiguity embedded in the combination of reconstruction and deconstruction is a
difficult landscape for teachers to navigate. The chapters of this book therefore
explore how teachers reason regarding the epistemic nature of history and how this
impacts their teaching, interpretation of curricula and relationship to their students.
Contributions consider the implications for prospective history teachers and inservice
training, challenges to the field and point to ways forward. The book will be
of interest to academics and students of history education, as well as practising
teachers and museum curators.
This is an open access book.
Henrik Åström Elmersjö is Associate Professor of History and Education in the
Department of Historical, Philosophical and Religious Studies at Umeå University,
Sweden.
Paul Zanazanian is Associate Professor in the Department of Integrated Studies in
Education at McGill University, Canada.
