Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education

Scope & Guideline

Cultivating Awareness Through Engaging Historical Discourse

Introduction

Delve into the academic richness of Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education with our guidelines, detailing its aims and scope. Our resource identifies emerging and trending topics paving the way for new academic progress. We also provide insights into declining or waning topics, helping you stay informed about changing research landscapes. Evaluate highly cited topics and recent publications within these guidelines to align your work with influential scholarly trends.
LanguageEnglish
ISSN2203-7543
PublisherUNIV NEWCASTLE
Support Open AccessYes
CountryAustralia
TypeJournal
Convergefrom 2014 to 2024
AbbreviationHIST ENCOUNT / Hist. Encount.
Frequency2 issues/year
Time To First Decision-
Time To Acceptance-
Acceptance Rate-
Home Page-
AddressSCH DRAMA, FINE ART & MUSIC, UNIVERSITY DR, CALLAHAN NSW 2308, AUSTRALIA

Aims and Scopes

The journal 'Historical Encounters' aims to explore the intricate relationship between historical consciousness, culture, and education. It emphasizes the importance of understanding history in various contexts and the methodologies that enhance historical learning.
  1. Historical Empathy and Reasoning:
    The journal focuses on developing historical empathy and reasoning among students, emphasizing experiential learning and narrative approaches to help learners engage with historical events and figures.
  2. Impact of Cultural Narratives:
    It investigates how cultural narratives shape historical understanding and consciousness, particularly through family histories, indigenous perspectives, and collective memories.
  3. Methodological Innovations in History Education:
    The journal highlights innovative methodologies in history education, including the use of technology (e.g., eye-tracking) and interdisciplinary approaches that integrate social science perspectives.
  4. Critical Examination of Historical Texts:
    It critically examines the role of historical texts, including textbooks and memorials, in shaping perceptions of history and encourages a multiperspective approach to history education.
  5. Ethics and Historical Consciousness:
    The journal addresses ethical considerations in history education, focusing on how moral dilemmas and sensitive topics are navigated in teaching practices.
Recent publications in 'Historical Encounters' indicate several emerging themes that reflect current trends in historical education and consciousness. These themes highlight the journal's responsiveness to contemporary issues in society and education.
  1. Environmental History and Crisis Narratives:
    There is an increasing focus on the historicisation of environmental crises, reflecting a growing awareness of ecological issues and their historical contexts.
  2. Indigenous Histories and Perspectives:
    The journal is increasingly centering indigenous histories and perspectives, exploring themes of resistance, colonization, and cultural memory, which are critical in contemporary discourse.
  3. Integration of Technology in Historical Learning:
    Emerging methodologies that incorporate technology, such as eye-tracking and digital narratives, are becoming more prominent, enhancing student engagement and comprehension in history education.
  4. Ethical Challenges in History Education:
    Recent discussions emphasize ethical challenges in teaching history, including how to address sensitive topics and navigate moral implications in historical narratives.
  5. Multiperspectivity and Inclusivity:
    There is a trend towards promoting multiperspectivity in history teaching, encouraging educators to include diverse voices and experiences in historical narratives, which enriches the learning experience.

Declining or Waning

While 'Historical Encounters' has a strong focus on various themes, certain areas are witnessing a decline in prominence. These waning themes may reflect changes in educational priorities or shifts in societal interests.
  1. Traditional Historiography:
    There is a noticeable decline in traditional historiographical approaches that emphasize a linear narrative. The journal is shifting towards more reflexive and inclusive methodologies that consider diverse perspectives.
  2. Focus on National Histories:
    The emphasis on national histories, particularly in the context of Western-centric narratives, appears to be waning as the journal increasingly prioritizes global and postcolonial perspectives.
  3. Static Pedagogical Practices:
    Static and conventional pedagogical practices in history teaching are less frequently discussed, indicating a move towards dynamic, participatory, and inquiry-based learning models.
  4. Simplistic Representations of Historical Events:
    The journal is moving away from simplistic representations of historical events, focusing instead on complex narratives that include multiple viewpoints and contested histories.

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