The History Education Research Journal (HERJ) is an international, open-access, peer-reviewed journal that focuses on the global significance and impact of history education. It covers all aspects of history education theory, scholarship, and pure and applied research. Articles illuminate contemporary issues, concerns, policies and practice, drawing upon the eclectic research methodologies of history education research.
The journal is published in partnership with The Historical Association and the History Educators International Research Network (HEIRNET). It is published twice a year, in April and October. There are no article processing charges.
Volume 15, Number 2 (October 2018)
Jon NICHOL, Arthur CHAPMAN & Hilary COOPER ─ Editorial: What is the History Education Research Journal (HERJ)?
Melanie INNES & Heather SHARP ─ World War I commemoration and student historical consciousness: A study of high-school students’ views
Joshua L. KENNA, William B. RUSSELL III & Bonnie BITTMAN ─ How secondary social studies teachers define literacy and implement literacy teaching strategies: A qualitative research study
Andrea BECHER & Eva GLÄSER ─ HisDeKo: A study about the historical thinking of primary school children
Cynthia WALLACE-CASEY ─ Constructing patriotism: How Canada’s History Hall has evolved over 50 years
Mark BAILDON, Suhaimi AFANDI, Sandra BOTT & Chelva RAJAH ─ Guiding students in Singapore to investigate historical controversy using a disciplinary approach
Anthony HOURDAKIS, Pella CALOGIANNAKIS & Tien-Hui CHIANG ─ Teaching history in a global age
Helena PINTO & Alex IBAÑEZ-ETXEBERRIA ─ Constructing historical thinking and inclusive identities: Analysis of heritage education activities
Christian MATHIS & Kristine GOLLIN ─ How Swiss primary students interpret a national monument
Aims and scope
The History Education Journal reflects the common interests of the global history education community in its role, nature, significance and impact, at all levels and in all contexts – from the personal, familial and communal to the local, national, regional and international. HERJ has an interest in linking theory, scholarship, research, policy and practice, and a commitment to strengthening citizenship through history education at all levels and in all states and jurisdictions.
The journal was founded in 2001, and published for 17 years as the International Journal of Historical Learning Teaching and Research. Its new name marks the move to open-access publication through UCL Institute of Education Press.
HERJ’s wide-ranging, comprehensive coverage of history education themes and developments includes:
- assessment, monitoring and reporting
- controversial and sensitive issues
- developmental psychology
- genocide and trauma
- history of history education
- impact and effectiveness
- national, regional and local curricula
- institutions, community and society
- pedagogic resources
- philosophy and theory
- professional development
- public policies, goals and implementation
- technology in the digital age
- theory and practice.
The History Education Research Journal is prepared to the highest academic standard, with blind peer reviewing and rigorous editing. As a web-based, open access journal, it offers cutting-edge features and formats that may include multi-media elements, colour photos, audio and video clips and a range of downloadables.
We welcome articles, book reviews, and expressions of interest from experts in the field, including researcher-practitioners. Please send them to HERJ’s submissions editors, Hilary Cooper and Jon Nichol, at firstname.lastname@example.org. For more information about the types of material to submit, and how to submit them, visit the ‘Call for papers’ and ‘Notes for authors’ tabs.
Call for papers
The History Education Research Journal invites submission of articles on all aspects of theory, scholarship and research in history education. We publish general papers alongside those for special features, so please feel free to submit a paper at any time on any subject relevant to the journal.
We especially welcome articles of around 6,000 words that reveal links between research, policy, and practice and which analyse key themes in history education; for full details of topics, please consult the tab ‘About the journal’. We also consider other types of content. For example, this might be a research ‘conversation’ between two or more academics, succinct analysis (2,000-3,000 words) of a current issue in education, or a report about ongoing research. If you have an alternative approach, we are happy to consider it. Please submit articles to HERJ’s submissions editors, Hilary Cooper and Jon Nichol, at email@example.com.
Every issue of HERJ features reviews of publications and reports on history education. Please send your reviews to the submissions editors.
Notes for authors
The History Education Research Journal is an Open Access publication in which new contributions are made available under a Creative Commons Attribution (CC-BY) licence. This means that authors retain copyright in their own work, but make it available for others to share (copy or redistribute in any medium or format) or adapt for any purpose (even commercially), provided that the author/s of the original work is/are acknowledged. Authors also warrant that any work by third parties that they reproduce within their own work may be shared or adapted in the same way.
The History Education Research Journal considers all manuscripts on condition that they have not been published already and are not under consideration for publication or in press elsewhere.
Contributions to the History Education Research Journal must report original research and will be subjected to review by referees at the discretion of the editors.
Manuscripts and book reviews to be considered for publication should be sent to HERJ’s submissions editors, Hilary Cooper and Jon Nichol, at firstname.lastname@example.org.
Authors should submit manuscripts electronically as email attachments using Word.
1. General guidelines
Manuscripts should be 6,000-7,000 words in length, excluding references, and must be written in clear, standard English, using British spelling (use the Oxford Concise Dictionary as an arbiter of preferred spellings). They should also be double-spaced throughout with ample margins, and bear the title of the contribution and name/s of the authors.
Each submission should include (in this order):
- A title, chosen to reflect succinctly the article’s content, and using key words that are most likely to draw interested readers to the content through a search engine. There are no hard rules, but titles that accurately communicate article content in a few careful words are more effective than catchy phrases that require a subtitle for explanation. Usually, the explanatory subtitle is the effective title. In particular, epigrammatic quotations should be avoided. As a rough guide, if the title takes up two full lines or more in the manuscript, it is too long.
- Author(s)’ name(s) and affiliation(s).
- A contact email for the author (or corresponding author if there is more than one).
- An abstract of up to 200 words. This should reflect the entire content of the submission. It should cover the key steps in your article, probably including the genesis of your project/research/theorising, the research design and methods, any primary contributors/collaborators, findings and outcomes, whether these reflected what you expected, and any indications offered for future action or research.
- Five or six keywords.
- The article text, including a note of where any figures and tables should be located.
- Acknowledgements, if any.
- Author biography/ies, c. 75 words per author.
- Reference list.
- Figures and tables (see guidance below).
Please do not use footnotes unless absolutely necessary. Instead, include possible footnote content in the text, turn it into a reference or delete the material.
2. Style guidelines
For general style points and for references, please follow the UCL IOE Press Editorial style sheet.
Write clearly and concisely, using arguments that are fully substantiated with well-reasoned analysis and, where appropriate, empirical evidence. All acronyms for national agencies, examinations, etc., should be spelled out the first time they are mentioned. Contributors are asked to take account of the international readership of the History Education Research Journal by explaining in full the use of terms that might be meaningful only to a particular local or national audience. Authors are also urged to bear in mind that teachers and film professionals will also read the History Education Research Journal, which means that contributions should be accessible and comprehensible to a wide range of readers. For all manuscripts, non-discriminatory language is mandatory.
Citations of other work should be limited to those strictly necessary for the argument. Any quotations should be brief, and always accompanied by precise references.
If you have any questions about references or formatting your article, please contact the journal’s commissioning editor at UCL IOE Press, Pat Gordon-Smith.
3. Tables, illustrations, and figures; copyright
The History Education Research Journal welcomes the inclusion of graphs, artwork, photographs, videos and sound files in support of submitted articles. They must be good quality and with full permission to publish in an open-access publication.
Authors are responsible for determining the copyright status of illustrations or other material they wish to reproduce in their article and, if necessary, obtaining permission to reproduce it. This applies both to direct reproduction and to ‘derivative reproduction’ (where authors create a new figure or table which derives substantially from a copyrighted source). As noted above, by including such material in their submission, authors warrant that it may be reproduced or adapted under the terms of the CC-BY licence in the same way as their own work, so they must make this requirement clear to those whose permission they are seeking. Please note that short extracts of copyright text (excluding poetry and song lyrics) for the purposes of criticism, discussion, or review may be reproduced without formal permission assuming that the quotation is reproduced accurately and full attribution is given.
Illustrations and figures should be included at the end in the article. Figures will not usually be redrawn by the publisher, so they should be submitted in a form that is suitable for publication (not less than 300 dpi resolution). The place at which a table, figure, or illustration is to be inserted in the text should be indicated clearly on the manuscript. Captions should include keys to symbols.
4. Open access and self-archiving
- The History Education Research Journal is an open-access journal in which new contributions are made available under a Creative Commons Attribution (CC-BY) licence. This means that authors retain copyright in their own work, but make it available for others to distribute, remix, tweak and build upon their work, even commercially, as long as credit is given for the original creation. Authors also warrant that any work by third parties reproduced within their own work may be shared or adapted in the same way.
- UCL IOE Press makes no charges of any kind for submission to, publication in, or access to the History Education Research Journal. Once published, your article will be online on the ingentaconnect journals platform, where it will be available for anyone to read or download without charge.
- Authors may self-archive both preprint and accepted versions of their article at any time provided that, on publication, it is replaced by the final published version.
Dr Arthur Chapman, UCL Institute of Education
Prof Hilary Cooper, University of Cumbria
Prof Jon Nichol, History Education International Research Network
Dr Katharine Burn, University of Oxford, UK
Prof Carla van Boxtel, University of Amsterdam, The Netherlands
Dr Arthur Chapman, UCL Institute of Education, UK
Prof Hilary Cooper, University of Cumbria, UK
Prof Terrie Epstein, Hunter College & the City University of New York, USA
Prof Terry Haydn, University of East Anglia, UK
Alison Kitson, UCL Institute of Education, UK
Prof Andreas Körber, University of Hamburg, Germany
Prof Jon Nichol, History Education International Research Network, UK
Dr Andy Pearce, UCL Institute of Education, UK
Prof Arie Wilschut, Amsterdam University of Applied Sciences, The Netherlands