Fees and Registration
Abstract Submissions, Themes & Topics
Key Dates & Conference Timetable
Travel & Information
News & publications
Social Media

Abstract Submissions, Themes and Topics

Click here to view the Abstract Submissions

Strands, Sessions and Presentations

Strands The conference will have up to four parallel strands.

Sessions last for 90 minutes. Please note that delegates can run sessions on topics and themes of their own choice and manage them as they desire, i.e. they have full control.

Sessions can take eight forms:

Papers Debates Discussions & Open Meetings Book & 
Project Presentations
Round Tables Seminars Symposia Workshops


  • Paper Sessions allow for up to 15 minutes for each paper’s delivery with five speakers per session, 20 minutes with four. Speakers and the session chair can organize paper sessions as they think fit to give time for discussion and debate.
  • Debates, Discussions & Open Meetings, Book & Project PresentationsRound tables, Seminar, Symposia
  • Sessions organisers decide upon their own pattern and timing for running their sessions,  lasting either 45 minutes for a half-session or 90 minutes for a full session.
  • Workshops last 45 or 90 minutes according to the wishes of the presenters. They also organise and manage them as they want.

Abstract Submissions

The conference programme is based upon submitted abstracts. So, please submit an abstract as indicated below. We will respond to abstract submissions within two weeks of receipt, either acceptance or rejection. On acceptance of your submitted abstract for a presentation at the conference you can register immediately.

Conference abstract submissions should include the following:

  1. Full name
  2. Affiliation
  3. Postal address, State/Province/County/Country
  4. Email Address
  5. Co Presenters
  6. Conference Theme and Topic
  7. Type of session: paper/round table/seminar/debate/discussion/workshop or delegate
  8. Title of proposed presentation
  9. Keywords: up to ten key words
  10. Abstract of between 200 and 300 words Please include:
  • The main points in the argument
  • The geographical location of the research
  • Brief outline of the research methodology
  • Brief summary of the presentation’s evidential basis
  • Conclusion
  • References: up to three references

Please see below for information about each Theme’s separate Topics. If you have any queries please contact the conference organisers at heirnet@gmail.com.

Please click the Submit Abstract link below to complete and send online an abstract submission.

Submit Abstract


Themes and Topics

The conference’s themes and topics are grouped in AREAS A-E to reflect the conference title. AREAS A-E the themes and topcis listed in the conference flyer, plus additional topics such as on Assessment and Awarding Bodies.


1. Public History and History Education

a) Public history and the political use of the past
b) Public History and Identity: nationalism, populism and a sense of belonging
c) History in the Environment – exploring the environment, its heritage and memory sites, see AREA C: sub-section 6d.
d) Social media and historical learning: Facebook, twitter, emails etc.
e) Historic sites: e.g. monuments, statuary, displays, plaques, place names and museums for the exploration and illumination of local, national and global history
f) Political discourse and history education

2. History Education Outside and Beyond Formal Education

a) Public History and the public sphere
b) History from below: vernacular history: feminist: disfranchised: discriminated against: the invisible
c) Public History and Identity, see Section C:


a) Developing historical understanding through engaging with mass media representations of history [e.g. print: film: TV: radio: audio: internet – podcasts, websites etc., virtual reality] b) Art, Drama, Journalism, Literature and Music
c) Association, Institutions and Organisations
d) Formal, informal, social and cultural learning
e) Performance


4. Historical Culture and History Education

a) Cultural capital – its nature, role and impact [Bourdieu] b) Street furniture: art, architecture, monuments, sculpture in the everyday environment
c) The Internet: The World Wide Web
d) Social Media, Interactivity [i.e. conferences, symposia, tutoring, virtual reality, Facebook, twitter, smart phones – texting / discourse]

5. Historical Consciousness

a) Historical consciousness – its nature, significance and cultural roots
b) Factors affecting historical consciousness and citizenship: cultural, economic, ethnic, familial, geographical, ideological, political, social and tribal factors
c) The cultural and oral past: chronicles, fairy tales, legends, myths, narratives, poems, songs, stories and their History Educational significance
d) Historical Education & Consciousness: Diversity: Ethnicity, Gender, Orientation

6. Identity and History Around Us: Family, Community, Heritage and The Environment

a) Aspects of Identity

  • Family history, memory and identity
  • Clan, tribe, nationality, ethnicity and identity
  • Faith, religion and ideology
  • Local and communal history

b) nationalism, populism and a sense of belonging
c) Students’ prior historical knowledge: social conversation and the history classroom, individual and collective memory, consciousness and understanding and the taught curriculum – classroom history [see also Themes 7 and 9]

  • Museums, monuments, plaques, displays, memorials, art galleries, churches
  • Local, school and communal history
  • Oral history, oral history education
  • Regional history
  • Heritage

d) exploring the environment, its heritage and memory sites

  • archaeological sites
  • art galleries,
  • museums,
  • palaces
  • parks
  • place names
  • religious buildings
  • state buildings,
  • theme parks

commemorative, communal history transmitted through:

  • advertising
  • anniversaries
  • broadcasts
  • celebrations
  • cenotaphs
  • ceremonies
  • commemorations
  • displays exhibitions
  • games and gaming
  • memorials
  • memorial services
  • message boards
  • monuments
  • news programmes
  • personal and family names
  • plaques
  • radio
  • religious services
  • the Internet
  • TV

7. Globalism: Identity, Society and The Wider World

a) Multi-faith, multi-ethnic and culturally diverse societies
b) Values, beliefs, human rights and social justice
c) History, culture and social class
d) History and gender
e) Diversity
f) Fundamentalism, nationalism, patriotism, regionalism, internationalism & liberal education
g) History Education in post-colonial societies
h) History Education and supra-nationalism: multi-national corporations and agencies e.g. FANG Facebook: Amazon: Netflix: Google
i) International networking and cooperation: national and international agencies and organisations, e.g.UK government, the EU, the UN, Oxfam and Global Witness and organisations
j) TIMMS, PISA and their impact upon History Education
k) Populism in the age of Putin, Trump and its threat to Liberalism and Liberal Democracy


8. Critical Disciplinary Thinking in History – Thinking Historically [1]

a. Ethos and Orientation The mentality of the history teacher – individually and collectively
b. Thinking Historically – grounded in history’s academic disciplinary structure, substantive [propositional] and syntactic [procedural] conceptual networks, forms of knowledge and protocols for investigating historical topics, resolving historical enquiries and constructing interpretations and accounts of the past
c. Academic historians and disciplinary thinking:  the historian’s craft, e.g. Peter Geyl, Sir Lewis Namier, E.P. Thompson, the Annales School, Jack Hexter, Eric Hobsbawm, David Cannadine, Ruth Schurr, drawing on academic historians’ discourse for understanding disciplinary thinking – [inside out knowledge]
d. History educationalists, psychologists and disciplinary thinking: John Fines, David Sylvester, Alan Blyth, Hilary Cooper, Stephan Lévesque, Jorn Rusen, Sam Wineburg, Peter Lee, Denis Shemilt [outside in knowledge] d. International perspectives on critical disciplinary thinking in history
e. ‘Doing History’ pupils and students as proto-historians: investigating the past and constructing syntactically based historical understanding

9. Critical Disciplinary Thinking in History [2] – Cognition, Empathy, Imagination and Creativity

a. History Education’s role in creating mind-sets that focus upon, value, support participatory citizenship, liberal democracy, multi-culturalism and associated human rights education
b. Counter factuals, simulation and drama and the development of historical knowledge and understanding
c. Empathetic understanding– affective, effective, sympathetic, emotive
d. The informed imagination – inference, association, insight, fanciful, creative: making connections
e. Creativity connectivity, recreation
f. Developmental psychology: From Piaget and Vygotsky to Neural Science, i.e. what does thinking historically mean from the development psychological perspective
g. Social learning: peer interaction, cognitive apprenticeship and the social learning paradigm – Vygotsky et. al
h. Situated cognition
i. Competence Orientation (historical thinking) in History Didactics
j. Conceptual understanding Pupil and student understanding of substantive [propositional – substantive – first order] and syntactic [procedural – syntactic – second order] disciplinary concepts and their role in thinking historically

10. The History of History Education

a) Past and present schools of history: discussion, debates and controversies: historiographical perspectives
b) The political dimension – The Right Kind of History with cultural, ethnic, faith and ethical connotations
c) Philosophical origins and roots seminal movements and initiatives developments and key ideas
d) National curricula – their nature and political role/function
e) Educational reform and history education
f) History textbooks, their nature, role and function;
g) Innovative resources for teaching history
h) Pedagogical innovation, initiatives and approaches to teaching history
i) Research and development projects
j) Testing, assessment and public examinations
k) Key figures and their contribution
l) Cross-curricularity, Humanities and Social Studies
m) A sense of identity and History Education’s civic, communal, nationalistic and patriotic roles

11. Citizenship Education

a) History Education: the temporal and cognitive ‘Doing History’ dimension of citizenship education?
b) History and Citizenship Education – Its relevance, importance and significance in an era of:

o Migration, immigration and refugee and migrant education
o Terrorism and resistance movements in Europe, Africa and the wider world
o Inequality, poverty and social exclusion
o The global imperatives: economic, environmental, health and well-being, population growth, climate change, global warming,
o Racism and diversity
o Communism, Fascism, Nationalism, Absolutism and Liberal Democracy

c) Populism – the new digital age phenomenon and driver

12. Controversial, Contested and Sensitive Issues

a) History and the teaching of contested and controversial issues
b) History Education in polities with violent, traumatic and socially fractured pasts
c) The role of history education in conflict or post conflict communities: peace and reconciliation
d) Teaching history in divided societies with separate government policies, school and Higher Education curricula, resources, assessment and professional development
e) Institutionally divided educational provision: ethnic, trivial, cultural, religious, ideological schools and schooling
f) Holocaust, diaspora and genocide education: from earliest times to the modern day

AREA D. THE TEACHING OF HISTORY – Curricula, Pedagogy and Didactics, History Teaching, 3-11 and 11-21, Assessment

13. Curriculum Development, Implementation and Evaluation

a) Curriculum development in the creation of an Intervention Strategy, i.e. a new curriculum: its purpose, nature, creation, implementation, impact, assessment and revision.
b) History education and creativity
c) History education and archaeology
d) Issues and factors in curriculum development: the political, philosophical, ethnic, faith/religion, ideological, historical, cultural, nationalistic, patriotic and emotional dimensions
e) History Wars and history curricula: the political, patriotic, nationalistic and xenophobic dimension of battles over national curricula
f) International history curricula and the international dimension: fantasy, failure or the future?
g) Assessment driven history curricula – assessment as the task force of government based education and implementation
h) Social sciences, humanities and integrated curricula
i) The impact of educational thinkers, psychologists and historians, e.g. Dewey, Bruner, Bloom, Piaget, Vygotsky, Henrietta Marshall, Winston Churchill
j) Thematic and conceptual curricula, e.g. MACOS, Man, Place and Society, the spiral curriculum
k) Pedagogic curriculum developments: turning theory and philosophy into children’s learning
l) History curricula and:

o the history teacher’s craft knowledge;
o the impact of ICT in the digital age;
o the Creative Curriculum
o the negotiated; curriculum: empowering pupils;
o Literacy and the Language of History
o measuring and developing progression; in historical learning
o the challenge of Differentiation;
o Special Educational Needs, including Gifted & Talented Education.

14. Pedagogy and Didactics: The History Teachers’ Craft Teaching Styles and Pupil Progress

History teaching protocols: complex, sophisticated and effective psychological tools

a) Doing History – History as enquiry, investigation and detection
b) History as Imaginative Reconstruction
c) History, Induction and Deduction, i.e. logical and creative, imaginative evidentially informed thinking
d) Questions and Questioning
e) Musing, Theories, Ideas, Hypotheses and Conclusions
f) Interpretation
g) Evidence & Understanding
h) Pedagogic & Didactic Network of Teaching Protocols including:

  • Enquiry and Investigation
  • Questions and Questioning
  • Sources and Evidence
  • Chronological Understanding
  • Significance and Perspective
  • Narratives and Accounts
  • Theories, Hypotheses and Interpretations
  • Inductive and Deductive Thinking: Logical, Speculative and Imaginative
  • Sources and Evidence
  • The Internet as a Research Tool
  • The Visual Image – Iconic
  • The Moving Image: film, video, web cams
  • Oracy – Dialogics – Speaking, Listening, Hearing, Responding
  • Discussion, Debate and Argument
  • Reading
  • Writing
  • Maps and Plans
  • Local History
  • Family History
  • Drama
  • Simulation
  • Story Telling
  • Expressive Movement
  • Historical Sites and The Environment
  • Presentation and Communication
  • The Internet: as a history education medium

15.History Education in The Early Years and Primary Phases [Ages 3-11]

a) 3-11 year olds epistemic beliefs about history
b) Fairy stories, fables, legends, myths, tales, sagas, stories;
accounts, chronicles, histories and narratives;
c) Anniversaries, celebrations, festivals and ceremonies. 
Their role in and impact upon:
d) The identity agenda: personal, familial, social, ethnic, religious, local, regional,
e) National and global – a sense of belonging
f) Constructing the past
g) Attitudes, beliefs, behaviours, ethics, identity – belonging and values
h) The curriculum: what is taught, i.e. Which topics are introduced, why chosen?
i) Sequence & content: chronology, temporal understanding and perspective
j) Children’s textbooks and their influence
k) Resources for the primary phase: oral, printed, written, graphic, artefactual, tactile, archaeological
l) Primary history in the digital age: on-line and digital media, resourcing and their influence on pedagogy and pupils
m) Children’s understanding of historical concepts both substantive [propositional – substantive, positivistic/factual – first order] and syntactic [procedural, disciplinary – second order] n) Children’s understanding of the nature of history
o) History across and in the primary curriculum: disciplinary, social science and humanities perspectives
p) Linking local, national and global history
q) Promoting and developing historical thinking in young children: i.e. ‘Doing History’ knowledge and understanding of disciplinary concepts, procedures, substantive concepts, narratives, accounts and interpretations, protocols and cognition
r) Creativity and the informed imagination
s) Classroom Strategies: re-enactment, drama, role-play, simulation and the informed imagination
t) Classroom Strategies: historical investigation, hypotheses, interpretations, discussion, debate and history as construction
u)  Story-telling, narrative and reconstruction: bringing the past to life

16. History Education in The Secondary and Tertiary Phases [Ages 11-21] TO ADD

17. Statutory Curriculum Documents, National Curricula and National Examinations/Testing

a) National curricula in countries with regional and communal histories that are in conflict with the national master narrative or canon
b) The implementation and interpretation of statutory curriculum documents in classroom contexts
c) The correlation between national curricula, their implementation and pupil’s classroom experiences
d) National and other curricula’s impact upon teaching materials and classroom practice/pedagogy
e) The PISA [Programme of International Student Assessment], the OECD and PISA’s impact upon History Education through governments’ overt politicisation of national curricula.

18. Assessment – Its Nature, Purpose and Role

a) The recording, monitoring and reporting of historical teaching and learning
b) Peer assessment, formative, summative and diagnostic assessment
c) Criterion based and norm-referenced assessment
d) Assessment based learning [teaching to the test] and its impact upon the curriculum and its implementation, i.e. teaching and learning [assessment based learning or learning based assessment?] e) The impact of government inspection and examinations, testing and assessment

19. Assessment and Awarding Bodies

Assessment universally for History at the Secondary level is in the hands of Assessment and Awarding Bodies. These bodies gather extensive data, evidence, about examination performance that influences and shapes their curricula, in the context of government overview and guidance. Yet, this major, if not the major area of History Education research is something that the Education Research community has largely, if not totally, ignored.

With assessment driven / controlled history teaching – this is a vital area for the History Education community to consider.


a) The role, nature, activity, influence and findings of Assessment and Awarding bodies in History Education

20. Research and Evidence Based History Education

a) Research design and approaches for both new and experienced researchers
b) Collaboration and partnerships between schools and universities and other agencies
c) Case Study Research – academic
d) Curriculum Development – school based
e) Curriculum Development – assessment bodies and government agencies
f) Curriculum Development – academically based in Higher Education
g) Evidence led policy and practice: institutionally grounded
h) Multi Methods Research [MMR], Mono Method Research
i) New frontiers in History Educational Research: theory, scholarship and practice
j) Qualitative research – in the context of ‘cases’ based upon practitioner-research & evidence-based praxis
k) Quantitative research – in the context of ‘cases’ based upon practitioner-research & evidence-based praxis
l) University research in collaboration with teachers
m) Researching Impact: control and pilot groups: Research, government / jurisdiction educational policy, curricula and professional development
n) Medical model of research involving practitioners at all levels, and their implementation

21. Practitioner Research: The Integration of Theory And Practice – Papers and Workshops

a) Action research
b) Case Study Research – practitioner based
c) Curriculum Development – school based
d) Collaboration and partnerships between schools and universities and other agencies with a focus upon the impact of collaboration and partnership on all involved [n.b. a model widely adopted by the medical profession] e) Evidence led policy and practice: institutionally grounded
f) Qualitative research – in the context of ‘cases’ based upon practitioner-research & evidence-based praxis
g) Quantitative research – in the context of ‘cases’ based upon practitioner-research & evidence-based praxis
h) University research in collaboration with teachers
i) Researching Impact: control and pilot groups
j) Research, government / jurisdiction educational policy, curricula and professional development
k) Medical model of research involving practitioners at all levels, and their professional development

Complementary Workshops

  • The research workshops will take place if possible within one of another conference session’s two parallel strands.
  • A single 90 minutes or two consecutive 45 minutes workshops can be held in a strand.
  • Workshops should be theoretical, empirically grounded and fully conversant with the related literature, scholarship and research.
  • Where there is an introductory paper for a workshop in a papers session, the workshop will be in the subsequent conference session if possible

Workshop proposers need to submit an abstract for their workshop in addition to the abstract for the related, introductory conference paper

Submit Abstract