期刊
MEMORY STUDIES
卷 -, 期 -, 页码 -出版社
SAGE PUBLICATIONS INC
DOI: 10.1177/17506980231204203
关键词
active learning; CAMPUS Asia; East Asia; history education; project-based learning
This essay discusses the transnational history education program in China, Korea, and Japan, which utilizes active learning and project-based activities to guide students in exploring the contested past of East Asia. It encourages students to shift from a national perspective to a transnational identity, fostering a global citizen viewpoint.
This essay explores transnational history education through the China-Korea-Japan CAMPUS Asia ENGAGE Program. Utilising active learning, project-based activities and joint history textbook creation, students navigate East Asia's contested past. The approach encourages a shift from national to transnational identities, fostering a 'global citizen' perspective. By deconstructing conventional history narratives and constructing alternative, intersectional viewpoints, students develop a nuanced understanding that transcends divisive national boundaries. This pedagogical strategy underscores the potential of active learning in advocating global history perspectives for conflict resolution and reshaping historical memory.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据