| Issue | Title | |
| Vol 2, No 1 (2015) | Understanding agency and developing historical thinking through labour history in elementary school: A local history learning experience | Abstract PDF |
| Stéphanie Demers, David Lefrançois, Marc-André Ethier | ||
| Vol 3, No 1 (2016) | Historical literacy and contradictory evidence in a Finnish high school setting: The Bronze Soldier of Tallinn | Abstract PDF |
| Anna Veijola, Simo Mikkonen | ||
| Vol 4, No 2 (2017) | Stimulating historical thinking in a classroom discussion: The role of the teacher | Abstract PDF |
| Harry Havekes, Carla van Boxtel, Peter-Arno Coppen, Johan Luttenberg | ||
| Vol 7, No 3 (2020): Perspectives on History Education from the Australian Tertiary Sector | Historical empathy activities in Australian history textbooks: An assessment tool to examine disciplinary and cognitive domains | Abstract PDF |
| Debra Donnelly, Heather Sharp | ||
| Vol 2, No 1 (2015) | Popular history magazines and history education | Abstract PDF |
| Robert Thorp | ||
| Vol 5, No 1 (2018) | Historical thinking, causal explanation and narrative discourse in trainee teachers in Spain | Abstract PDF |
| Jorge Sáiz Serrano, Cosme J Goméz Carrasco, Ramón López Facal | ||
| Vol 6, No 1 (2019) | Presentism, alterity and historical thinking | Abstract PDF |
| Andreas Körber | ||
| Vol 7, No 1 (2020) | How to develop historical consciousness through uses of history - A Swedish perspective | Abstract PDF |
| Robert Thorp | ||
| Vol 4, No 2 (2017) | Deepening historical consciousness through museum fieldwork: Implications for community-based history education | Abstract PDF |
| Cynthia Dawn Wallace-Casey | ||
| Vol 4, No 1 (2017): Special Issue: Historical and Moral Consciousness | Historical consciousness and the moral dimension | Abstract PDF |
| Andreas Körber | ||
| Vol 6, No 1 (2019) | The subjectivity of archives: Learning from, with, and resisting archives and archival sources in teaching and learning history | Abstract PDF |
| Samantha Cutrara | ||
| Vol 7, No 3 (2020): Perspectives on History Education from the Australian Tertiary Sector | Exploring historical consciousness with Australian school children. | Abstract PDF |
| Kay Carroll | ||
| 1 - 12 of 12 Items | ||
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Historical Encounters is a double blind peer-reviewed, open access, interdisciplinary journal dedicated to the empirical and theoretical study of historical consciousness, historical cultures, and history education.
The journal is published by the HERMES History Education Research Network concentrated at The University of Newcastle, Australia. The journal publishes at least two issues per year (one will typically have a special theme). To ensure timely availability of scholarship, articles and reviews are published as soon as they have been successfully through the peer review and editorial processes, adding cumulatively to the content for the single regular issue each year. No fees are charged for subscription or publication. The journal is indexed in SCOPUS, DOAJ, and Google Scholar, and periodically archived in the National Library of Australia's PANDORA Archive. Contributors to the journal retain copyright to their work. Please read the Copyright Notice for full details.
Click here to download the Journal Information booklet, with complete Author Guidelines.
Follow us on Twitter: @HEJ_HERMES or #HistoricalEncounters
A/ Professor Robert J. Parkes, PhD
Editor-in-Chief | Historical Encounters
Faculty of Education and Arts
The University of Newcastle
Callaghan NSW 2308 Australia
All correspondence: editorialteam@hermes-history.net
ISSN 2203-7543