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| Preface | |
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| A Sociocultural Perspective on History Education | |
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| Using Theory and Research to Make Sense of History Education | |
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| The Four Stances: Purpose and Practice in Learning History | |
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| Tools for Making Sense of the Past | |
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| Children and Adults as Active Agents of Historical Learning | |
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| Contexts of Historical Learning | |
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| Conclusions | |
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| Participatory Democracy and Democratic Humanism | |
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| The Need for a Rationale for History Education | |
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| Public Education and Democratic Citizenship | |
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| Education for Democratic Participation | |
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| Conclusions | |
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| The Identification Stance | |
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| Identification With Personal and Family History | |
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| National Identification | |
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| Identification of the Present With the National Past | |
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| Identification, Participation, and Pluralism | |
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| Conclusions | |
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| The Analytic Stance | |
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| The History of the Present | |
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| Learning Lessons From the Past | |
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| Learning How Historical Accounts Are Created | |
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| Conclusions | |
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| The Moral Response Stance | |
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| Remembrance and Forgetting | |
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| Fairness and Justice | |
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| Heroes and Heroism | |
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| Conclusions | |
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| The Exhibition Stance | |
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| Exhibition as Personal Fulfillment | |
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| Exhibition as Accountability | |
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| Exhibition as Service to Others | |
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| Conclusions | |
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| Narrative Structure and History Education | |
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| The Meaning of Narrative | |
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| Students and Historical Narratives | |
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| Affordances and Constraints of Narrative | |
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| Narrative Structure as a Cultural Tool | |
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| Conclusions | |
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| Narratives of Individual Achievement and Motivation | |
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| The Role of Individual Narratives in History Education | |
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| The Appeal and Limitations of Individual Narratives | |
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| Individual Narratives as a Cultural Tool | |
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| Conclusions | |
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| The Story of National Freedom and Progress | |
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| Appropriation of the U.S. National Narrative | |
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| Diversity in Use of the National Narrative | |
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| Affordances and Constraints of the Narrative of Freedom and Progress | |
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| Conclusions | |
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| Inquiry | |
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| Inquiry as Reflective Thought | |
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| Affordances of Inquiry as a Tool | |
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| Students Engaging in Inquiry: Problems and Possibilities | |
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| The Tool of Inquiry and Its Component Parts | |
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| Conclusions | |
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| Historical Empathy as Perspective Recognition | |
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| The Components of Historical Empathy | |
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| A Sense of "Otherness" | |
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| Shared Normalcy | |
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| Historical Contextualization | |
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| Multiplicity of Historical Perspectives | |
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| Contextualization of the Present | |
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| The Constraint of Empathy as Perspective Recognition | |
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| Conclusions | |
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| Empathy as Caring | |
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| Varieties of Care in History Education | |
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| Caring About | |
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| Caring That | |
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| Caring For | |
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| Caring To | |
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| The Place of Care in the Tool Kit of History Education | |
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| Conclusions | |
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| Teacher Education and the Purposes of History | |
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| Teacher Knowledge and Education Reform | |
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| The Pedagogical Content Knowledge of History Teachers | |
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| Pedagogical Content Knowledge and Classroom Practice | |
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| The Practice of History Teaching | |
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| The Role of Purpose in History Teaching | |
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| Changing the Practice of History Teaching | |
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| Author Index | |
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| Subject Index | |