| Issue | Title | |
| Vol 4, No 1 (2017): Special Issue: Historical and Moral Consciousness | Bridging historical consciousness and moral consciousness: Promises and challenges | Abstract PDF |
| Niklas Ammert, Silvia Edling, Jan Löfström, Heather Sharp | ||
| Vol 2, No 1 (2015) | Popular history magazines and history education | Abstract PDF |
| Robert Thorp | ||
| Vol 6, No 1 (2019) | What do we know about the pedagogical content knowledge of history teachers: A review of empirical research | Abstract PDF |
| Hanneke Tuithof, Albert Logtenberg, Larike Bronckhorst, Jannet Van Drie, Leen Dorsman, Jan Van Tartwijk | ||
| Vol 6, No 1 (2019) | Why study history? An examination of undergraduate students’ notions and perceptions about history | Abstract PDF |
| Christopher W. Berg | ||
| Vol 7, No 3 (2020): Perspectives on History Education from the Australian Tertiary Sector | Introducing the Tertiary History Educators Australasia (THEA) | Abstract PDF |
| Heather Sharp, Debra Donnelly | ||
| Vol 6, No 1 (2019) | Inquiring the political dimension of history classroom practices: suggestions for epistemological criteria and analytical concepts | Abstract PDF |
| Andreas Mårdh | ||
| 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 6, No 1 (2019) | Extending historical consciousness: Past futures and future pasts | Abstract PDF |
| Andreas Körber | ||
| Vol 2, No 1 (2015) | Civic consciousness: A viable concept for advancing students’ ability to orient themselves to possible futures? | Abstract PDF |
| Johan Sandahl | ||
| Vol 4, No 2 (2017) | Deconstructing Karlsson, part 1: Historical consciousness | Abstract PDF |
| Robert Thorp | ||
| Vol 7, No 3 (2020): Perspectives on History Education from the Australian Tertiary Sector | The disciplined winds blow in from the West: The forgotten epistemic inheritance of historical thinking | Abstract PDF |
| Bryan Smith | ||
| Vol 7, No 2 (2020): Special Issue: The politics of "doing" history education | Introduction - The politics of doing history education: Memory practices in contemporary classrooms | Abstract PDF |
| Maren Tribukait, Felicitas Macgilchrist | ||
| Vol 2, No 1 (2015) | Source criticism in the classroom: An empiricist straitjacket on pupils’ historical thinking? | Abstract PDF |
| David Rosenlund | ||
| 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 7, No 1 (2020) | How to develop historical consciousness through uses of history - A Swedish perspective | Abstract PDF |
| Robert Thorp | ||
| Vol 2, No 1 (2015) | Improving online source analysis in history education: Trialling the Ethos model | Abstract PDF |
| James Goulding | ||
| Vol 5, No 1 (2018) | Identity and instrumentality: History in the Scottish school curriculum, 1992-2017 | Abstract PDF |
| Joseph Peter Smith | ||
| Vol 4, No 2 (2017) | Reasoning with and/or about sources? The use of primary sources in Flemish secondary school history education | Abstract PDF |
| Karel Van Nieuwenhuyse, Hanne Roose, Kaat Wils, Fien Depaepe, Lieven Verschaffel | ||
| Vol 3, No 1 (2016) | Pedagogy of oppression: Reconstruction narratives in Mississippi history textbooks 1887-1976 | Abstract PDF |
| Kenneth V Anthony | ||
| Vol 5, No 1 (2018) | Exploring pedagogical approaches for connecting the past, the present and the future in history teaching | Abstract PDF |
| Dick van Straaten, Arie Wilschut, Ron Oostdam | ||
| Vol 2, No 1 (2015) | Finnish high school students’ and university students’ ability to handle multiple source documents in History | Abstract PDF |
| Jukka Rantala, Marko van den Berg | ||
| Vol 6, No 1 (2019) | Presentism, alterity and historical thinking | Abstract PDF |
| Andreas Körber | ||
| 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 4, No 1 (2017): Special Issue: Historical and Moral Consciousness | Making democrats while developing their historical consciousness: A complex task. | Abstract PDF |
| Fredrik Alvén | ||
| Vol 7, No 3 (2020): Perspectives on History Education from the Australian Tertiary Sector | A global perspective on history education policies and politics: A commentary | Abstract PDF |
| Tony Taylor | ||
| 1 - 25 of 34 Items | 1 2 > >> | |
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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