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.

Table of Contents

Volume 16, Issue 4, October 2017

Special Issue: Tuning History

Guest Editor : Alan Booth Guest Editor : David Ludvigsson

Tuning history

Tuning the discipline of history in the United States: Harmony (and dissonance) in teaching and learning

Tuning history in Latin America

Tuning history: The French experience

Using US Tuning to effect: The American Historical Association’s Tuning Project and the first year research paper

Tuning and History: A personal overview

The yin and yang of Tuning History

Thoughts on history, tuning and the scholarship of teaching and learning in the United States

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