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dc.contributor.authorSauer, Michael
dc.date.accessioned2022-05-18T13:45:00Z
dc.date.available2022-05-18T13:45:00Z
dc.date.issued2014
dc.identifier.citationMichael Sauer, The science of history turns – even in school?, «Public history weekly», 2, 2014, n. 38, [Consultabile solo online], dx.doi.org/10.1515/phw-2014-2836it_IT
dc.identifier.issn2197-6376it_IT
dc.identifier.urihttps://public-history-weekly.degruyter.com/2-2014-38/science-history-turns-even-school/it_IT
dc.identifier.urihttp://elea.unisa.it:8080/xmlui/handle/10556/6069
dc.identifier.urihttp://dx.doi.org/10.14273/unisa-4161
dc.description.abstractIn the historical sciences, one turn follows another: from the rather old linguistic turn to the postcolonial or global turn, the visual or iconic turn to the spatial, acoustic, and material turn. But how does history teaching respond to these turns? At first glance, hardly at all. But, we may ask, does history teaching need to respond at all? And if so, how might it respond? Or are there good reasons not to respond?it_IT
dc.description.abstractIn der Geschichtswissenschaft jagt ein Turn den anderen: vom schon älteren Linguistic Turn über den Postcolonial oder Global Turn, den Visual oder Iconic Turn bis hin zum Spatial, Acoustic und Material Turn. Wie reagiert der Geschichtsunterricht darauf? Auf den ersten Blick so gut wie gar nicht. Müsste er reagieren? Wie könnte er reagieren? Oder gibt es gute Gründe, nicht zu reagieren?it_IT
dc.format.extentSolo onlineit_IT
dc.language.isoenit_IT
dc.publisherM. Sauer, The science of history turns – even in school?, «Public history weekly», 2, 2014, n. 38it_IT
dc.rightsCC BY 4.0it_IT
dc.sourceUniSa. Sistema Bibliotecario di Ateneoit_IT
dc.titleThe science of history turns – even in school?it_IT
dc.typeArticleit_IT
dc.relation.ispartofjournalPublic history weekly. The open peer review journalit_IT
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