to link History Education theory, scholarship, pure and applied research, policy and practice
to be the leading forum for the dissemination of pure and applied research, scholarship and evidence-based praxis and dialogics on all aspects of History Education;
to strengthen all students citizenship education through thinking historically and the historical understanding that provides the contextual background and perspective of citizenship;
to 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;
to be of major interest and value to all involved in or interested in the History Education discourse from policy makers, politicians, administrators, curriculum developers, academics and researchers to, crucially, classroom teachers and practitioners and those involved in their professional development and welfare. And … of course … pupils and students and last… but not least parents, guardians and carers.
the journal provides a cosmopolitan hub for all involved in History Education, with its fundamental, crucial role of providing historical perspectives and understanding for historical, political and citizenship education;
the journal addresses contemporary issues, concerns, policies and practices drawing upon theoretical and empirical History Education theory, scholarship and pure and applied research.
the journal publishes articles that draw upon the eclectic research methodologies of history and history education;
The History Educators International Research Network [HEIRNET] brings together colleagues from around the world interested in History’s civilising, cultural, educational, moral, social, political and citizenship roles.
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