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Chapter 18
Handbook of Research on Citizenship and Heritage Education
Stories used to favor collective identification processes, obtained with historical or variously cultural materials
Published in Chapter:
The Difficulty of Teaching Historical Landscape: Observations Starting From the Italian Situation
Antonio Pasquale Brusa (University of Bari, Italy)
Copyright: © 2020 |Pages: 30
DOI: 10.4018/978-1-7998-1978-3.ch018
Abstract
Identity and anti-modernity seem the fundamental concepts consider the historical landscape in Italian schools. These concepts characterize the Italian educational systems that deal with landscape and territory. The task of teaching in this situation is that of the deconstruction of stereotypes and misconceptions. It is possible to set up a historical didactic, based on the insertion of historical landscapes in large space-time contexts, and overcome the micro-histories, which characterize most of the Italian didactic experiences. The definition of history as “science of the invisible” suggests a teaching based on a well-trained imagination, of which some examples are given.
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