Abstract
The philosophical background of the subject history in secondary education has been mainly addressed through research based on ‘obvious’ source types (curricula, discussions in committees or journals, …). This article proposes a narrative method of analysing history textbooks in order to study the underlining historical philosophy of history education.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Published version (
Free)
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
