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This forum introduces the idea of teaching "The World Since
1945" in place of the world history surveys now commonplace in the general
education curriculum. Its authors argue that such a course "deserves
consideration as an attractive alternative to either a two-semester World
History sequence or a one-semester grand sweep of the history of humanity." They
also contend "that if the goal is to turn students on to how and why history
matters, and to the reasons studying world history is important," a world since
1945 approach may work better than the standard surveys. Northeastern
University's Heather Streets-Salter, a former editor of this journal,
introduces the advantages of this approach. That introduction is followed by
three articles addressing some themes and resources that can be used to support
such a course. Malcolm Purinton, a four-time teacher of the course, discusses
ways of organizing its material, exploring whether or not such a class should
be organized chronologically, regionally, or thematically. Samantha
Christiansen, Assistant Professor and Director of Women's Studies at Marywood
University, offers specific advice for incorporating gender analysis and the
study of women into "The World Since 1945" course assignments, lectures, and
discussions. James Bradford, a specialist in modern Afghanistan, now Assistant
Professor at Berklee College of Music, outlines a classroom activity that is at
once interactive and also informative about political and social organization
in Afghanistan: he asks students to experience it themselves through organizing
their own loya jurga. Though he supplies all of the elements instructors
might need to adopt this activity, his essay also suggests ways of
incorporating interactive activities of their own device into any world history
course.
The Forum's intent to encourage new ways of thinking about
what world historians do and how they can best go about sharing it is pursued
by three further articles. Lauren McArthur Harris and Tamara L. Shreiner
explore "concept formation" as a factor in how students frame, or fail to
frame, learned responses when examining world historical processes.
Eva-Maria Swidler addresses what historical ideas and presumptions students
bring with them into the history classroom and how historians must engage these
presumptions more closely to achieve their instructional goals. Jane Bolgatz
and Michael Marino offer a content review of secondary school world history
texts that will prepare instructors at any level of instruction, particularly
new instructors, to better evaluate the advantages or disadvantages of a number
world history textbooks, not just at that level, but above it, as high school
texts often are versions of university textbooks by the same
authors.
In sum, this issue of World History Connected reminds
us that world history is too dynamic to become complacent about its form and
content, and continues to demand the highest standard of pedagogy, as well as
research, whether applied or theoretical.
Readers are invited to submit research-based articles on
scholarly or pedagogical subjects and are especially urged to consider
contributing to forums, which in the near future will be devoted to the
military, religious conversion, graphic novels, port cites and food in world
history. Book reviews are welcome as are reviews of the literature on
world history topics.
Marc Jason Gilbert, Editor
Hawaii Pacific University
Marc Jason Gilbert is Professor of History and National Endowment for the Humanities Endowed Chair in World History at Hawai'i Pacific University. He can be reached at mgilbert@hpu.edu. |
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