by David Ludvigsson, Linkoping University and Alan Booth, University of Nottingham. DOI: 10.1177/1474022216686507
The Tuning educational project for History has its supporters and its detractors. This overview of the articles contained in this special issue of the journal reflects on some of the complexities of implementing such an ambitious global project and the local and national priorities that have made the process both stimulating and challenging for those involved. And it argues that while lists of competences constitute valuable reference points for discussion of the arts and humanities curriculum in an international context, they should be seen as the starting point for a more detailed and broad-ranging set of global conversations about how we (should) teach our subjects and why this matters for students in today’s world.
by David Pace DOI: 10.1177/1474022216686508
The Tuning Movement and the scholarship of teaching and learning have each had a significant impact on teaching history in higher education in the United States. But the isolation of these initiatives from each other has lessened their potential impact. Interactions between the two might bring together the intellectual exploration of scholarship of teaching and learning and the activist engagement with practical challenges present in the U.S. Tuning Movement. The work of groups, such as the History Learning Project, could facilitate such interactions.
by Daniel J McInerney DOI: 10.1177/1474022216686523
by Jean-Luc Lamboley DOI: 10.1177/1474022216686525
by Elizabeth Belanger DOI: 10.1177/1474022216628379
by Ann Katherine Isaacs DOI: 10.1177/1474022216686506