Part I. Reflections on the challenges, opportunities and obstacles of dialogue in history education -- Collective memory and history school textbooks: The cases of Authoritarianism and Intractable conflict -- Dialogue between two conflicting historical narratives: Palestine, Israel, and the PRIME Dual Historical Narratives project -- Contested history teaching and dialogue in divided Cyprus -- When the Subaltern cannot speak: Teaching about and through historical silence -- Part II. Dialogical activities in the classroom -- Dialogue as shared historical inquiry: reflections on research into educational dialogue in history education -- Towards a definition of Pedagogical Content Knowledge of Argumentation in the history classroom -- Mapping historical discussions: Effects of personal investment and issue type on the flow of discourse -- Enhancing dialogic practices in social studies education in Norway: students' and teachers' perspectives -- Part III. Digital media and historical dialogue -- Fostering reflective dialogue on the difficult past and present of religious diversity in Europe. A docutube methodology -- Teaching recent historical conflicts through dialogical controversies and documentary theater -- Intercultural Historical Dialogue: Advancing History Learning through student-to-student interactions.

"Providing the first volume-length exploration of the role that dialogue has played in history education classrooms, this book explores the socio-cultural, psychological, and digital dimensions of dialogic practice to promote research into historical thinking, historical consciousness, and critical thinking in educational settings. Amongst existing literature on rival histories, contested narratives, post-conflict societies, and argumentation in classroom and societies, this book's novel approach is in its analysis of dialogical processes in various international and intercultural educational contexts; chapters compare Israeli and Palestinian textbooks and classroom discussion, explore teacher identities and historical silence in US contexts, and demonstrate research findings into Norwegian approaches to enhancing dialogic practices in history education. Innately tied up with the political motivations and complexities of the geographical context, each case study provides an insight into the nature of dialogue as both shared historical inquiry and cultural practice. Ultimately, the book looks to foster a nuanced and complex understanding of history, prompting consideration of different perspectives and a collective approach to overcoming troubled pasts and trauma. Featuring a truly international set of contributions from established and emerging scholars, this book will appeal to scholars, researchers, and postgraduate students interested in the history of education, education policy and politics, and historiography more broadly"-- Provided by publisher.

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