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The purpose of this study is to analyze the views of educators regarding the constructs of the history curriculum to determine whether history education is usually used for polarization and negative identity enactment or for positive purposes such as tolerance, peace and social justice.

This study used a qualitative approach, using focus group discussions as a means of data collection. The data were coded deductively based on the preconceived constructs of the Korostelina (2013) model.

This study found that history education in Pakistan is generally used for national identity formation, which forces manipulation of historical facts and accounts. This study identifies apprehensions that upon knowing the true historical accounts in the later stages of life, students may react adversely to the formed narratives, which may cause further polarization.

This study has significant implications for future researchers, curriculum developers, educators and policy actors.

This study is notable for providing a holistic investigation into the usefulness of history curricula in the context of peacebuilding. In nations where intolerance is prominent, such as Pakistan, the history curriculum can serve to transform people’s perceptions of history. This study offers insights into making the history curriculum more meaningful by offering insights and a way forward to help break down binaries and promote peace and harmony.

This paper aims to study the British construction sector c.1700-2000 and compare its “proactive” innovative development with “reactive” business evolution.

Qualitative, interpretative, literature synthesis was used in this paper.

Each of the three centuries observed exhibits distinct construction business (CB) characteristics resulting mainly from exogenous influences, including: macroeconomic forces, demand volatility, supply chain and allied sectors’ evolvement, division of labour, competition and technological change. For most CB organisations, innovation was principally an exogenous influence vis-à-vis endogenous strategic intention.

The study adds to a dearth of historical CB research and its documentation.

The evolvement of construction organisations will be of relevance to CB stakeholders.

Construction history is under-researched. Contrasting CB innovation and evolution is novel.

The purpose of this study is to analyse the concept of dark tourism and apply it to the Valley of the Fallen in Spain, a controversial monument that is a symbol of the Spanish Civil War and the subsequent dictatorship.

First, the authors carried out a literature review to get an insight into the concept of “dark tourism”, the types of existing dark tourism and the methods that are applied to the main cases around the world. Then, the authors analysed the case through a content analysis of press articles and interviews.

The authors propose a way to change the current symbolism and connotations of the Valley of the Fallen towards a new symbolism engaging all the stakeholders involved, from a dark tourism point of view.

Applying this new symbolism requires attaining a difficult consensus that Spain has not yet been able to put into practice.

The dark tourism framework is an opportunity to link both economic and educational objectives, co-working on a model of consensus, but there is a gap in the literature on dark tourism in terms of Spain’s history. This strategy could be also applied to other controversial heritage with similar characteristics, according to different positioning classifications.

This paper examines the production of a particular nuclear‐organizational history to illuminate the rhetorical and political practices by which stakeholders engage that history as an opportunity to perform preferred ideological narratives. Analysis utilizes data collected from the authors’ reflective participation in this process, and focuses on the tension between nuclear‐historical and ‐heritage discourses. We use the lens of critical public nuclear history studies to show how nuclear‐organizational history contributes to broader controversy over the commemoration of nuclear weapons production in post‐Cold War US culture.

This paper describes and discusses collaboration between history teachers in England and Japan. The purpose of this paper is to explore the ways in which history is taught in each country as a part of a general commitment to international collaboration and as a means by which we could explore the connection between history education and global citizenship education.

The teachers created two lessons (one from England and one from Japan) about the Russian revolution. Both lessons were taught in each country. Data were gathered from students and teachers to aid reflections on the nature and outcome of the collaboration.

The collaboration was very positive. Teachers and students were excited to work together and to experience different ways of learning about the past. There were different approaches to the ways in which knowledge was characterized in each country (teachers in England emphasizing contextually based historical interpretations; teachers in Japan emphasizing content and contextual knowledge).

This work contributes to the limited amount of research that is currently available about professional collaboration between high school teachers and students of history in Japan and England. The arguments that are made about the opportunities for international collaboration in the context of different characterizations of pedagogical content knowledge contribute to a relatively unexplored field. The authors contribute to our understandings of the relationship between history education and global citizenship education.

The purpose of the paper is to analyse non‐indigenous student resistance to indigenous history and to improve non‐indigenous students’ engagement with indigenous history.

The paper, based on praxis, is a theoretical discussion of the reasons for non‐indigenous student resistance to indigenous history.

The paper argues that non‐indigenous imaginings of national self creates indigenous history into a “un‐history” (a history that could not be). The paper suggests non‐indigenous teachers of indigenous history may undertake a broader perspective to prepare students for indigenous history, including fostering a critical appreciation of histiography, Australian colonial art, literature and popular culture, to enable a critical understanding of the national imagining of Australians (as non‐indigenous) in order to enable engagement with indigenous history.

The paper's focus and findings do not presume relevance to indigenous educators of indigenous history, as previous research has shown non‐indigenous students’ reactions to an indigenous educator may differ from an to a non‐indigenous educator.

The paper moves beyond discussions about content of indigenous history to issues of resistance and engagement found amongst non‐indigenous students with regard to indigenous history. The paper suggests a twenty‐first century political approach where there is non‐indigenous ownership of the shared history in (indigenous) Australia history, enabling indigenous history to move from the periphery to the centre of Australian colonial history.

Stakeholders groups in the educational community are not immune to wider socio‐political events when responding to educational concerns and the purpose of this paper is to use a case study approach to examine how questions over teaching, learning and assessment can become the focus of wider political debates. In particular, this article focuses on the New Zealand Education and Science Parliamentary Select Committee investigation into the 2004 history examination, that was set up in the wake of increasing dissonance over the place of the Treaty of Waitangi in New Zealand and the newly‐implemented senior secondary school standards‐based assessment system.

The contestation of the curriculum is a highly political process that works to reproduce social class patterns and keep particular elite groups in control of the official curriculum. This paper draws on a range of documentary sources to provide a socio‐historical perspective, as well as interviews with key participants in this process.

It is argued that while the educational community’s response to this investigation was varied, all shared aims that were largely educational in orientation. Political debates however are typically polarized and in this case politicians were able to use the contested nature of the school history curriculum to manipulate this educational issue (and the media) to their own political advantage.

This investigation saw history education in New Zealand come under unprecedented public and political scrutiny and as such it provides a rare glimpse into the nature of history curriculum matters in New Zealand in the first decade of the twenty‐first century.

The purpose of this paper is to analyse the general reasons for the crisis in Italy ' s contemporary public library institution. This crisis is complicated by the historical origins of the public library in Italy and, more broadly, by the difficult relationship between the Italian culture and today ' s world.

A conceptual discussion on the role of public library in Italy.

The paper finds that the continuing delay in the acquisition of literacy, the tendency for points of view to become divided and to go to extremes and the development of a form of politics in the country suspended between centralised government and the claims of the local self-governments are all factors that have influenced the establishment of the public library in Italy.

Understanding the conditions of the controversial origins of the public library in Italy can be of help when deciding which model to use in the future. A suitable model for this institution must not neglect but, on the contrary, must enhance the role of the library as a social institution of the history of a specific community.

The purpose of this paper is to argue that public relations (PR) history‐writing has profoundly shaped the discipline and that its US bias may have limited theoretical developments. The author aims to explore the challenges in writing PR history and to consider some of the strategic philosophical issues and challenges that face historians.

Historical interpretations are shaped by authors' social constructions and thus the paper is written reflexively. The author discusses the way in which histories are structured and patterned by their authors' assumptions and values about the nature of time; human civilisation, progressivism, situationalism, inevitability, human agency, cultural change, flux and transformation.

Existing (largely US) PR historical writing is analysed in terms of its theoretical impact through the “four models” and it is argued that this typology is not appropriately applied to other cultures with different paths of historical evolution. As a way of demonstrating this point, key aspects of British developments in the twentieth century are drawn out to reveal a dozen “models” of PR practice that could potentially form the basis of theoretical research.

Overall, the paper contributes a discussion of historical methodology in relation to PR; shows the connection between history and theory‐building in PR; and demonstrates that history from other cultures can reveal alternative models for theoretical development.