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This best-selling guide will help you get to grips with the larger themes and issues behind historical study, while also showing you how to formulate your own ideas in a clear, analytical style. Fully updated throughout, further advice on using web-based sources and avoiding plagiarism will equip you with the tools you need to succeed on your course.
History as a social science is arguably more self-reflective than associated disciplines in that family. Other social scientists seem to see little reason to look beyond the paradigm they are developing in the present times. Historians on the other hand, tend to depend on the cumulative process of the development of their craft and the fund of accumulated knowledge. Yet, while this is acknowledged in the practice of research, Historiography in itself as a subject of study has rarely found its place in the syllabi of Indian universities. Knowledge of Historiography is taken for granted when a scholar plunges into research. In an attempt to address this lacuna, the Indian Council of Historical Research (ICHR) has planned a series of volumes on Historiography comprising articles by subject specialists commissioned by the ICHR. The first volume in the series, Approaches to History: Essays in Indian Historiography brings to the readers the first fruits of that endeavour. While the essays encompass areas of research presently at the frontiers of new research, scholars will also find the bibliographies accompanying the essays of significant appeal.
This book investigates the history of writing as a cultural practice in a variety of contexts and periods. It analyses the rituals and practices determining intimate or ‘ordinary’ writing as well as bureaucratic and religious writing. From the inscribed images of ‘pre-literate’ societies, to the democratization of writing in the modern era, access to writing technology and its public and private uses are examined. In ten studies, presented by leading historians of scribal culture from seven countries, the book investigates the uses of writing in non-alphabetical as well as alphabetical script, in societies ranging from Native America and ancient Korea to modern Europe. The authors emphasise the material characteristics of writing, and in so doing they pose questions about the definition of writing itself. Drawing on expertise in various disciplines, they give an up-to-date account of the current state of knowledge in a field at the forefront of ‘Book History’.
Methods in World History is the first international volume that systematically addresses a number of methodological problems specific to the field of World History. Prompted by a lack of applicable works, the authors advocate a considerable sharpening of the tools used within the discipline. Theories constructed on poor foundations run an obvious risk of reinforcing flawed assumptions, and of propping up other, more ideological constructions. The dedicated critical approach outlined in this volume helps to mitigate such risks. Each essay addresses a particular issue, discussing its problems, giving practical examples, and offering solutions and ways of overcoming the difficulties involved. The perspectives are varied, the criticism focussed, and a common theme of coalescence is maintained throughout. This unique anthology will be of great use to advanced scholars of World History, and to students entering the field for the first time.
With its innovative format, Debating New Approaches to History addresses issues currently at the top of the discipline's theoretical and methodological agenda. In its chapters, leading historians of both older and younger generations from across the Western world and beyond discuss and debate the main problems and challenges that historians are facing today. Each chapter is followed by a critical commentary from another key scholar in the field and the author's response. The volume looks at topics such as the importance and consequences of the 'digital turn' in history (what will history writing be like in a digital age?), the challenge of posthumanist theory for history writing (how do we write the history of non-humans?) and the possibilities of moving beyond traditional sources in history and establishing a dialogue with genetics and neurosciences (what are the perspectives and limits of the so-called 'neurohistory'?). It also revisits older debates in history which remain crucial, such as what the gender approach can offer to historical research or how to write history on a global scale. Debating New Approaches to History does not just provide a useful overview of the new approaches to history it covers, but also offers insights into current historical debates and the process of historical method in the making. It demonstrates how the discipline of history has responded to challenges in society – such as digitalization, globalization and environmental concerns – as well as in humanities and social sciences, such as the 'material turn', 'visual turn' or 'affective turn'. This is a key volume for all students of historiography wanting to keep their finger on the pulse of contemporary thinking in historical research.
As more and more people are recognizing the need for accurately representing the story of the United States in public narratives, especially those told at museums and historic landmarks, heritage studies is emerging as an important program of study in universities across the country. These two collections are timely and valuable resources on the theory and practice of heritage education and its relationship to the discipline of archaeology. History and Approaches to Heritage Studies explores the historical development of cultural heritage theory and practice, as well as current issues in the field. This volume brings together archaeologists who are deeply engaged with a range of stakeholders in heritage management and training. Chapters contain useful reflections on working with descendant communities, local residents, community partners, and students in a variety of settings. With a focus on pedagogy throughout, topics include the importance of critical thinking skills, how technology has transformed education, gender issues in archaeology, minorities in heritage careers, NAGPRA and ethics education, archaeology field schools, and e-learning. Pedagogy and Practice in Heritage Studies presents teaching strategies for helping students think critically about the meanings of the past today. In these case studies, experienced teachers discuss ways to integrate heritage studies values into archaeology curricula, illustrating how the fields enrich each other. They argue that encouraging empathy can lead to awareness of the continuity between past and present, reflection on contemporary cultural norms, and engagement with issues of social and climate justice. These practical examples model ways to introduce diverse perspectives on history in pre-college, undergraduate, and graduate contexts. Emphasizing the importance of heritage studies principles and active learning in archaeological education, these handbooks provide tools to equip archaeologists and heritage professionals with collaborative, community-based, and activist approaches to the past. Volumes in the series Cultural Heritage Studies, edited by Paul A. Shackel
Ancient History: Key Themes and Approaches is a sourcebook of writings on ancient history. It presents over 500 of the most important stimulating and provocative arguments by modern writers on the subject, and as such constitutes an invaluable reference resource. The first section deals with different aspects of life in the ancient world, such as democracy, imperialism, slavery and sexuality, while the second section covers the ideas of key ancient historians and other writers on classical antiquity. Overall this book offers an invaluable introduction to the most important ideas, theories and controversies in ancient history, and a thought-provoking survey of the range of views and approaches to the subject.
Effective Australian history education has never been more important for the development of critically aware and thoughtful young people. History fosters important skills in reasoning, historical consciousness and empathy; and an appreciation of history is crucial to the development of students' understanding of the very nature of our society. This edited collection comprises contributions from leading historians, educators and practising teachers, and surveys Australian history teaching today, from the development of the national curriculum to fostering historical thinking and promoting effective engagement in the history classroom. The book begins with an analysis of the principles underlying the drafting of the national curriculum and features insights from the writers of the curriculum themselves. It focuses on the curriculum from primary- and secondary-school teaching perspectives. Part 2 examines the teaching of historical expertise including historical thinking and value formation, as well as productive assessment and the important role social history can play in the classroom. Part 3 concentrates on specific approaches to history teaching including teacher talk; the use of historical fiction and film; digital technology and the internet; as well as museums as a teaching medium. Part 4 analyses key aspects of Australian history teaching including Indigenous perspectives, teaching citizenship and assisting the pre-service teacher in their transition to becoming a professional. Rich with insights into historical skills, historical concepts and critical thinking, as well as practical guidance on translating principles into engaging classroom approaches, this is an essential reference for both pre-service and in-service history teachers and educators.
What distinguishes history as a discipline from other fields of study? That's the animating question of Sarah Maza’s Thinking About History, a general introduction to the field of history that revels in its eclecticism and highlights the inherent tensions and controversies that shape it. Designed for the classroom, Thinking About History is organized around big questions: Whose history do we write, and how does that affect what stories get told and how they are told? How did we come to view the nation as the inevitable context for history, and what happens when we move outside those boundaries? What is the relation among popular, academic, and public history, and how should we evaluate sources? What is the difference between description and interpretation, and how do we balance them? Maza provides choice examples in place of definitive answers, and the result is a book that will spark classroom discussion and offer students a view of history as a vibrant, ever-changing field of inquiry that is thoroughly relevant to our daily lives.
Why care about the past? Why teach, research and write history? In this volume, leading and emerging scholars, activists and those working in the public sector, archives and museums bring their expertise to provide timely direction and informed debate about the importance of history. Primarily concerned with Aotearoa (the Māori name for New Zealand), the essays within traverse local, national and global knowledge to offer new approaches that consider the ability and potential for history to ‘make a difference’ in the early twenty-first century. Authors adopt a wide range of methodological approaches, including social, cultural, Māori, oral, race relations, religious, public, political, economic, visual and material history. The chapters engage with work in postcolonial and cultural studies. The volume is divided into three sections that address the themes of challenging power and privilege, the co-production of historical knowledge and public and material histories. Collectively, the potential for dialogue across previous sub-disciplinary and public, private and professional divides is pursued.