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In this qualitative case study, we examine pre-service teachers’ understandings’ of history as narrative. This analysis specifically explores the kinds of new historical narratives pre-service teachers create as a result of purposeful secondary social studies methods instruction that juxtaposes traditional narratives (e.g. individual achievement and motivation) and alternative narratives (e.g. those attentive to empathy and race, class, and gender) in an effort to help future teachers understand the nature of critical historical inquiry. In examining the understandings and initial efforts of young secondary social studies teachers, the study concludes that while troubling the traditional narrative is viable and likely event, the challenges of developing critical historical inquiry are clear and persistent.

This paper aims to explore if and how changes in social representations of conflict are designed and constructed in the formal political discourse.

Taking a psycho‐sociological approach and by relying on discourse analysis, it explores the discursive patterns used by the political leadership in order to legitimize either war or peace actions. Through the analysis of speeches that were given by Israeli prime ministers in the Knesset and in the context of warfare or peace processes, the paper traces changes in the historical narratives that frame Israel's cluster of societal beliefs in regards to the conflict, and further explores how these are being re‐narrated in light of the process of transition to peace.

The paper argues that both warfare and peace processes, representing the extreme options available in conflict, require broad public recruitment and immense rhetorical efforts on behalf of the political leadership to reason and legitimatize actions through the formal political discourse. The findings highlight the ways through which the political leadership in Israel justifies its actions and attempts to enlist public support as a prism to trace how societal beliefs have been narrated for the purpose of justifying warfare, and how the same beliefs are re‐narrated to justify conflict resolution.

The paper strives to shed light on the role played by the interplay between political discourse and societal beliefs in the context of transition to peace, and thus advances understandings of the linkage between internal processes and external circumstances, as mitigated by political discourse, in the context of conflict and conflict resolution.

The purpose of this paper is to examine the historiographic writings for accounting concerned with the craft of researching and writing history, published in the English-language, across a period of 30 years from 1983 to 2012. The study's aim is three-fold: first, to review the literature pertaining to the writing of accounting history and to identify key developments and trends; second, to identify the contributors to this literature and their publication outlets and third, to analyze citations to identify individuals or groups who have gained traction in accounting historiography.

An essay focusing on developments in the accounting historiography literature as well as a review of some key thoughts or issues in present-day accounting historiography.

The study shows that a key development in the accounting historiography literature during this period has been the advent of new accounting history, which has contributed much theoretical and topical diversity in historical accounting research and an acceptance of the role of oral history as a means of expanding the archive.

The present study, with its focus on contributions on the craft of researching and writing history, does not itself examine actual research studies which have been undertaken on accounting's past across the same period of time.

The study may assist in making the contributions examined more generally assessable and comprehensible to researchers to both explore and re-explore and may even contribute to the development of further contributions on accounting historiography to guide the approaches to, and direction of, historical accounting research in future.

The chapters in the Nationalism and Identity in Metal Medievalism section consider a range of historical figures and practices as presented in metal music. Amaranta Saguar García’s analysis of references to El Cid in ‘The Return of El Cid: The Topicality of Rodrigo Díaz in Spanish Heavy Metal’ focusses on issues of nationalism and the varying representations of El Cid in a range of songs. In a similar manner, Annika Christensen’s ‘Making Heritage Metal: Faroese KvæÐi and Viking Metal’ looks at the interplay of medieval ballads and modern folk metal as part of the group Tyr’s investment in celebrating and articulating Faroese identity. While these two essays work with specific examples of national identities, Shamma Boyarin’s ‘The Prophet Himself Had Knowledge of Him: Nile’s “Iskander D’hul Kharnon” and a Different Kind of Metal Medievalism’ uses the figure of Alexander the Great to address the broader question of the ways that representations of classical and medieval figures define civilisations. Dean Swinford’s ‘Black Metal’s Medieval King: The Apotheosis of Euronymous through Album Dedications’ examines the medievalisation of Euronymous and its relation to black metal’s medievalist self-representation. Within this collaborative chapter, the authors explore the areas of greatest overlap in our explorations of metal music and medieval culture: nationalism and identities, neofascism, the whitewashed Middle Ages, and issues of historical authenticity in neomedievalism.

What are the responsibilities of libraries, if there is any, in the personal process of constructing cultural identity? The purpose of this paper is to find answers to this question and pose several others such as: Can the author define a standard for creating group identity, for instance, by involving or integrating tools and experiences from the area of bibliotherapy? How can libraries support their patrons to work with their tradition, on their tradition, i.e. to create their own cultural identity?

The author provides with proposals to develop library services to meet new expectations that are raised by the increasing importance of bridging communities of different cultural backgrounds.

By expanding the scope of bibliotherapy, the author might assist in solving social problems and international tensions. The author should consider the possibility of running projects involving historians, culture experts and bibliotherapists to build a shared digital corpus and design specific tools for research and constructing common narratives. To find common cultural references in a multicultural environment is a challenge that requires openness in many fields. Public libraries are mainly at the frontline. There are some old responsibilities that need to be refined under the changing circumstances; new tasks and principals might emerge.

Despite the role of libraries in creating cultural identity is emphasized by a couple of relevant IFLA and UNESCO documents, there are no specific guides on methods to implement. A few ideas have been outlined in this paper about how libraries could contribute to bringing cultures together and challenge prejudices and stereotypes.

The purpose of this chapter is to examine public apology as a socially acceptable means of institutional communication and the renegotiation of social relations that seeks to redress the power imbalance between the parties to this interaction. After presenting a basic definition of an apology as a communicative act and discussing the social relational implication of the public form of such an act, the paper examines one particular grouping of public apologies – those coming from Canadian Christian church denominations or communities seeking a renewed relationship with Canadian Aboriginal communities. A comparative analysis of the text and context of several of these apology interactions can provide some fascinating hints about the role of public apology in creating a new joint social narrative, affirming common moral norms, clarifying accountability for past relations and empowering the marginalized community through some form of compensation.

This qualitative research study examines classroom observations and transcripts, teacher and student interviews and student writing to investigate how white English teachers can cultivate students’ critical literacies regarding race and oppression through classroom literature. As research and practice in the field of critical literacy has yet to effectively center black, indigenous, and people of color (BIPOC) lives and histories, this study aims to expand on existing critical literacy research by examining how literature teachers disrupt the perpetuation of whiteness through literature instruction that explicitly grapples with race and structures of oppression.

This research examines the pedagogical practices of two white English teachers through a yearlong investigation of classroom instruction and curriculum in an urban high school in a large Northeastern city. The overarching question of this study asks, how do white English teachers cultivate students’ critical literacies regarding race and social justice through classroom literature? Additional questions that guided this study are: How do students in these classes learn about structures of oppression? What language is used in these classrooms to discuss ideas about power? What texts and materials do these teachers use to engage students in critical literacy practices?

The findings of this study provide insight as to how white English teachers can foster students’ critical literacy development regarding race and oppression through their pedagogy and curriculum. The two teachers’ introduction of critical language and frameworks in the classroom supported students’ ability to critically engage with classroom literature and with their own social worlds. In addition, these teachers’ practices emphasize the need for white teachers to decenter their own knowledge and identities to effectively foster students' critical and sociopolitical development.

This research responds to McLean et al.’s (2021) call for a disruption of the “perpetuation of Eurocentric, hegemonic perspectives by white scholars” in the field by centering race in approaches to critical literacy development in the classroom. By analyzing data from classrooms in the same school with distinct curricular approaches, this study examines not only what but also how educators are teaching in classrooms designed to cultivate students’ critical and sociopolitical development through English Language Arts. This study offers hope for developing critical and culturally sustaining pedagogies among non-BIPOC educators who teach Black and Latinx populations.