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This paper centers a decolonial and Indigenous methodological approaches to educational history research. This research offers how Decolonizing Methodologies: Research and Indigenous Peoples by Linda Tuhiwai Smith impacts one education historian’s scholarship alongside conversations of historiography concerning the Lumbee people and how their education history becomes contextual and reclaimed through decolonial and Indigenous methodological approaches.

Leaning on epistemological questioning and historical research with decolonial and Indigenous methodologies to provide a needed approach to historical education analysis.

This research demonstrates how history and epistemology work together to decolonize educational histories by understanding the impacts of settler colonization and recenters histories with Indigenous (Lumbee) voices.

This approach to qualitative historical research provides space for Indigenous epistemology and decolonial and Indigenous methodological approaches to education history that critically examines history told from a European/Western epistemological lens as a way forward to center Indigenous communities.

The study aims to enhance our understanding of shared community oral history stewardship by exploring its practices and challenges from the perspectives of the stakeholders involved.

This study employed in-depth semi-structured interviews with community oral history stewards. Each interview focused on their experiences and perspectives regarding community-based oral history projects. The interview data were transcribed and analyzed using a grounded theory approach.

Community oral history stewards found oral history stewardship entails substantial effort, long-term commitment, and challenges. They concurred on the importance of partnerships between communities and archives in preserving community stories, with institutional archives providing valuable support, resources, and engagement beyond mere preservation platforms. Establishing trust between communities and archives emerged as a fundamental requirement for fruitful collaboration.

Community oral history has stood out as the prevailing form within the theory and practice of oral history, but its shared stewardship practices have not been thoroughly explored from the stakeholders' viewpoints.

This article reports on findings from interviews with ICT-based content creators whose work focuses on documenting and curating queer history and culture. The research specifically examines how as amateur historians, the participant’s embodied knowledge plays a central role in how they engage with discourse about queer historical figures, methods of queer historiography and community accountability.

The research deploys a queer constructivist framework to qualitatively gather and analyzes the semi-structured interviews of 31 North American content creators who curate digital project related to queer history and culture. The interviews were gathered between August 2022 and August 2023.

The research highlights how the subjectivity of queer embodiment aids, rather than hinders, participants' ability to collaborate with LGBTQIA+ communities while also addressing more significant ethical questions around intersectionality and inclusive historiographic work.

The content creators’ own positionality and commitments to community accountability and queer inclusivity fostered richer stories and historical documentation, while also helping make visible queer identity as affirming and valuable within queer culture. Additionally, practical implications include highlighting the value of ICT-based content within the distribution of educational and informational resources related to queer history.

This research offers an underexamined intersection of historiography and queer embodiment. While extensive scholarship on institutional and community-based historiography work exist the content creators interviewed within this study exist within the space of both, often using a combination of embodied knowledge and traditional curatorial work to translate between such spaces, inviting, in turn, new ways of thinking about queer archival knowledge.

The authors describe an original unit plan that draws from local and national concerns for truthful history education about the history of racial violence in the United States. The unit plan contextualizes one impetus for truth and reconciliation in a community with a history of anti-Black violence.

The participants partnered with the Equal Justice Initiative to pilot the unit in their district’s new African American History course. The unit drew on historical research and cultural memory to situate local history within a broader context of racism and violence.

The teachers identified eight goals for the unit so that students could understand racialized violence, acknowledge racism as the lived experience of many of their students, and participate in a collaborative learning environment with productive discussions. Speaking from their own experiences with racism, and creating opportunities for students to do the same, the teachers aided the community in voicing long-silenced memories.

Besides bridging some of the gaps between local, regional, and national histories, more research is needed to further examine historical trauma and its implications for both the past and present, in order to amplify and humanize experiences of racism. Additional research is a critical step in developing more thoughtful, empathic and holistic discussions of history and racism at the local level.

In the wake of the recent past, the authors have learned that teaching about the history of racial violence can be enhanced and empowered by reference to relevant current events. The resurgence of racially charged language and violence over the past few years makes this goal more urgent than ever. This unit gives practical guidance to teachers who face this challenge.

The sociopolitical reality of historical trauma and racism must be confronted, and proximity to key events is important in conveying the urgency of racial violence and the need for history education that addresses it. Teachers are making difficult decisions about their options for teaching about race, and they are understandably concerned about any perceived missteps. Nonetheless, inclusive, truthful history education is an appropriate and essential response to narratives of exclusion and silence as the authors help students to develop deliberative skills concerning difficult topics such as racial violence. Teachers and students, together, can do the crucial work of remembering.

The stripping away of narrative agency, identity and history can cover up stories about the stripping away of life and dignity. In the unit plan, the authors recognize truth and reconciliation—especially in the education of people who have relatively little exposure to topics of race and racism—as elemental to a restorative stance against racism.

The principal–agent literature often draws criticism for its ahistorical, acontextual and static nature, particularly when theories such as the agency or the stewardship theory are being used. This is because the field of economics tends to develop universalistic models and theories, excluding history, context and change, which renders them unusable for practitioners whose behavior is (partially) guided by the complex and differing environments in which they find themselves. The purpose of this paper is to contribute to this criticism by investigating how (and if) history, context and change influence the principal–agent relationship.

Instead of using the typical economic methodologies to study the principal–agent relationship, this paper makes use of the methodologies of the field of history to investigate how history, context and change affect principal–agent relationships in three cases in the early modern Southern Netherlands (the Dukes of Arenberg, the Roosewalle farm and Abbot De Loose of the Abbey of Ename). This methodology is especially suited, as it results in historical narratives that incorporate all of these three elements.

The main finding is that the cases show how history, context and change clearly affect the principal–agent relationship. These aspects are intricately intertwined, as earlier choices and context can cause a change in the principal–agent relationship, this creates a new presence (with an altered history) and sometimes even a new context. This results in a highly dynamic relationship that can evolve in very short periods, mostly in a path-dependent manner.

The paper advocates by example for a shift in principal–agent research, emphasizing the necessity of considering history, context and change. This study demonstrates that these factors greatly affect the nature of the principal–agent relationship. In doing so, it may provide practitioners with better insights, as real-world principal–agent relationships are indeed impacted by these three factors.

By using historical methods, this study shows for the first time how context, change and history indeed influence principal–agent relationships. The findings of this paper encourage the development of theories and theoretical frameworks that more closely resemble reality, rather than being universalistic.

The purpose of this paper is to critically examine and address the historical gender biases within heritage tourism, particularly focusing on the marginalisation of women’s narratives, and subsequently, to advocate for a more inclusive and gender-neutral approach in both the interpretation and management of cultural and heritage tourism.

Rather than adhering strictly to one methodological tradition, the pragmatist framework for this study involves a cursory review of extant academic literature pertaining to the historical representation of women in heritage tourism. Since pragmatism acknowledges that theories are context-dependent, the review is coupled with a discerning reflection on our own extensive body of work spanning the last 15 years, particularly focusing on gender dynamics and women’s roles within the broader context of tourism studies.

Findings advocate for investigating the use of women’s histories to foster diversity in cultural heritage and heritage tourism; highlighting marginalised indigenous and migrant women; examining the impact of inclusivity changes on urban spatial practices; and advancing historical methodologies for non-Anglo women’s histories in heritage tourism.

The paper underscores a positive shift in the tourism academy towards recognising diversity in research and, in line with this, contributes to a prospective research agenda that advocates for the nuanced exploration of women’s histories in the promotion of diversity and inclusivity in cultural heritage and heritage tourism management.

本文旨在批判性地审视和解决遗产旅游中的历史性性别偏见, 尤其关注女性叙事的边缘化, 进而倡导在文化和遗产旅游的解释和管理中采用更具包容性和性别中立的方法。

本研究没有严格遵循一种方法论传统。本研究的实用主义框架涉及对现有学术文献的简要回顾, 这些文献与女性在遗产旅游中的历史表现有关。由于实用主义承认理论是依赖于具体情境的, 因此该综述结合了对我们过去15年广泛研究成果的敏锐反思, 特别关注旅游研究大背景下的性别动态和女性角色。

研究结果倡导利用女性历史来促进文化遗产和遗产旅游中的多样性; 强调被边缘化的土著和移民女性; 研究包容性变化对城市空间实践的影响; 并推进在遗产旅游中对非英裔女性历史的历史研究方法。

本文强调了旅游学术界在研究中逐渐认可多样性的积极转变, 并据此为未来的研究议程做出贡献, 提倡在文化遗产和遗产旅游管理中通过详细探讨女性历史来促进多样性和包容性。

El objetivo de este artículo es examinar y abordar críticamente los sesgos históricos de género en el turismo patrimonial, en particular centrándose en la marginación de las narrativas de las mujeres y, posteriormente, abogando por un enfoque más inclusivo y neutro desde el punto de vista del género, tanto en la interpretación como en la gestión del turismo cultural y patrimonial.

En lugar de adherirse estrictamente a una tradición metodológica, el marco pragmatista de este estudio implica una revisión somera de la literatura académica existente sobre la representación histórica de las mujeres en el turismo patrimonial. Dado que el pragmatismo reconoce que las teorías dependen del contexto, la revisión se complementa con una reflexión perspicaz sobre nuestro extenso corpus de trabajo de los últimos 15 años, centrándose particularmente en la dinámica de género y en los roles de las mujeres en el contexto más amplio de los estudios de turismo.

Las conclusiones abogan por investigar el uso de las historias de mujeres para fomentar la diversidad en el patrimonio cultural y el turismo patrimonial; poner de relieve a las mujeres indígenas y migrantes marginadas; examinar el impacto de los cambios inclusivos en las prácticas espaciales urbanas; y avanzar en las metodologías históricas para las historias de mujeres no anglosajonas en el turismo patrimonial.

Este artículo subraya un cambio positivo en la academia de turismo hacia el reconocimiento de la diversidad en la investigación y, en consonancia con ello, contribuye a una agenda de investigación prospectiva que aboga por la exploración matizada de las historias de las mujeres en la promoción de la diversidad y la inclusión en la gestión del patrimonio cultural y del turismo patrimonial.

This paper aims to examine the creation of the first commercial school in early independent Argentina in 1826 – the Academy of Accountancy of Buenos Aires (AABA) – at the request of the Argentine Government, which entrusted its direction to French expatriate Amédée Brodart, who was considered an expert in commercial education.

This study adopts a microhistory approach based on individual biography and archival research. First, it investigated published biographies of contemporary political figures Brodart had been in contact with. Then, the Argentine archives of the Ministry of Finance and the Arturo Jauretche Museum of the Bank of the Province of Buenos Aires provided information on Brodart’s life during his expatriation to Latin America. Finally, the French Archives of the Paris National Library and ESCP Business School in Paris provided information on Brodart’s life before his departure for Argentina and after his final return to France. These primary sources include extracts from Brodart’s correspondence, financial ledgers, study plans and a few rare iconographic documents.

AABA was connected to a nationalist agenda: to develop Argentinian trade to overcome national underdevelopment and to counter political agitation in the country. However, the lack of local expertise in commercial education, as well as Argentine authorities’ desire to avoid depending on foreign powers, led them to call on a French expatriate rather than on a network of organizations to open this school.

This paper contributes to the literature on the history of commercial education in Latin America and to the literature on the international transfer of commercial education models. This paper is also among the first to consider the origin story of Argentina’s relationship with commercial education.

This research offers new reflexive perspectives on the emergence of commercial education in Latin America by highlighting the agentivity of local actors.

Through a lens of dependency ambiguity, this paper repositions narratives of the development of commercial education in Latin America away from a Western-centric explanation, highlighting the role of local contextual actors. In doing so, it offers an alternative history of commercial education focused on Latin America.

Preservice teachers (n = 39) described their definitions of patriotism and to what extent they believed statements from The 1619 Project (2019) and The 1776 Commission Report (2021) were patriotic.

This study employed a mixed-method survey including open-ended prompts requesting participants’ descriptions of patriotism and Likert scale prompts asking participants to agree/disagree with deidentified statements from The 1619 Project and the 1776 Commission Report. In vivo words reflecting emotional responses to patriotism and the statements informed the categorization process in a second round of coding.

Four categories of patriotism definition were identified. Identified were relationships between groups’ conceptualizations of patriotism and whether statements from history narratives were viewed as patriotic.

This article contributes to the field by exploring the intersectionality of the concept of patriotism with competing narratives regarding the foundation and growth of the United States.

The authors conducted a study at a history museum with the objective of examining changes in the knowledge of students aged 12 to 14 concerning the use of primary sources.

Students utilized self-led guides while exploring two museum spaces presenting different historical events. These guides encouraged students to scrutinize the exhibits, become acquainted with the methods employed in their research, and develop an awareness of the information derived from them. Students' responses to pre- and postquestionnaires were compared and analyzed using mixed methods.

The results revealed that students became familiar with various types of primary sources, recognized that only specific sources endure through time and gained an understanding of the research methods employed to study them. Additionally, most students comprehended that the same sources could lead to diverse historical accounts and the potential reasons for such variations.

Recommendations for practice are discussed.

This study contributed to the limited knowledge regarding learning during a single, self-led tour in a history museum. The findings illuminate the potential for learning and advancing historical thinking concepts even within such museum-visit contexts.

This study aims to determine the most similar set of recommendation books to the user selections in LibraryThing.

For this purpose, 30,000 tags related to History on the LibraryThing have been selected. Their tags and the tags of the related recommended books were extracted from three different recommendations sections on LibraryThing. Then, four similarity criteria of Jaccard coefficient, Cosine similarity, Dice coefficient and Pearson correlation coefficient were used to calculate the similarity between the tags. To determine the most similar recommended section, the best similarity criterion had to be determined first. So, a researcher-made questionnaire was provided to History experts.

The results showed that the Jaccard coefficient, with a frequency of 32.81, is the best similarity criterion from the point of view of History experts. Besides, the degree of similarity in LibraryThing recommendations section according to this criterion is equal to 0.256, in the section of books with similar library subjects and classifications is 0.163 and in the Member recommendations section is 0.152. Based on the findings of this study, the LibraryThing recommendations section has succeeded in introducing the most similar books to the selected book compared to the other two sections.

To the best of the authors’ knowledge, itis for the first time, three sections of LibraryThing recommendations are compared by four different similarity criteria to show which sections would be more beneficial for the user browsing. The results showed that machine recommendations work better than humans.