The 6th book of the International Review of History Education Series, Contemporary public debates over history education, presents public debates on history education as they appear in 14 different areas of the world, in Asia, Europe, North and South America. In alphabetical order: in Brazil, by Maria Auxiliadora Schmidt and Tânia Braga Garcia, in Canada, by Peter Seixas, in England, by Rosalyn Ashby and Christopher Edwards, in Greece, by Irene Nakou and Eleni Apostolidou, in Israel, by Eyal Naveh, in Japan and South Korea, by Yonghee Suh and Makito Yurita, in Northern Ireland, by Alan McCully, in Portugal, by Isabel Barca, in Quebec (Canada), by Jean-Francois Cardin, in Singapore, by Suhaimi Afandi and Mark Baildon, in Spain, by Lis Cercadillo, in Turkey, by Dursun Dilek and Gülcin (Yapici) Dilek, and in the United States, by Peter Stearns. By illuminating common trends, national peculiarities and differences, this collective book further enriches our knowledge about crucial issues concerning public perspectives over history education in diverse parts of the world. It opens new questions and issues to be further investigated by all who are interested in this field, in terms of its historical, educational, global, national, ethnic, cultural, social and political dimensions in the current transitional and multicultural environment. This international dialogue therefore addresses historians, history education researchers, university professors, school teachers, policy makers, publishers, parents and all those who insist that history education is very important, especially if it enables young people to orientate in the present and the future in historical terms

In the history section, the subject of health was handled with two of the studies focusing on the war period and the other focusing on Antique Greece period. In this context, while war as a political instrument and attitudes of social groups towards its influences were handles, the field of institutional construction was also simultaneously focused by one of the articles. The article, which deals with the Antique Greece period, alongside the place of the god, goddesses, mythological characters and medicus in the social structure of Greece society, their positions in the sphere of health were being handled. Within the section of politics, there are seven different articles investigates such different subjects as political parties, the importance of the gender roles, religion and identity matters relating with the Turkish right, govermentality regarding to genetic knowledge and urbanization, and terror typologies. Consequently, the papers in the book draw attention to different aspects of history and politics. We believe that such studies would contribute to the development of debates in social sciences and encourage interdisciplinary approaches.

This is a compilation of the most significant debates that have taken place in US history as conducted by the country's most brilliant statesmen. It includes introductory essays by many academics and is intended for any one with an interest in politics and the US.

Political Thought in America is based on the idea that there are three major languages or traditions of discourse that Americans have employed to interpret the national experience: biblical thought, republicanism, and liberalism, interpreted through the lens of two other languagesconservatism and radicalism. The authors engaging style brings the American political experience to life with clarity and vision, immersing readers into the politics surrounding eleven great crises in our nations history. Through the eyes of philosophers, writers, and orators of each period and the voices of commentators both historical and current, political theories are outlined in the context of the debates and conversations of the men and women who have struggled to extricate the nation from crisis. New to the fourth edition are an analysis of the impact of Barack Obama on contemporary American political discourse, recent developments in the war on terror, and a section on gay and lesbian protest. A new chapter has been added that discusses the phenomenon of globalization and its challenge to American exceptionalism. As in previous editions, each chapter ends with an insightful author commentary and contains an up-to-date and comprehensive bibliographical essay, along with a list of major works for each period.

This book is a response to the binary thinking and misuse of history that characterize contemporary immigration debates. Subverting the traditional injunction directed at migrants to ‘go back to where they came from’, it highlights the importance of the past to contemporary discussions around migration. It argues that historians have a significant contribution to make in this respect and shows how this can be done with chapters from scholars in, Asia, Europe, Australasia and North America. Through their work on global, transnational and national histories of migration, an alternative view emerges – one that complicates our understanding of 21st-century migration and reasserts movement as a central dimension of the human condition. History, Historians and the Immigration Debate makes the case for historians to assert themselves more confidently as expert commentators, offering a reflection on how we write migration history today and the forms it might take in the future.

A volume in International Review of History Education Series Editors Peter Lee, Rosalyn Ashby, Stuart Foster The 6th book of the International Review of History Education Series, Contemporary public debates over history education, presents public debates on history education as they appear in 14 different areas of the world, in Asia, Europe, North and South America. In alphabetical order: in Brazil, by Maria Auxiliadora Schmidt and Tania Braga Garcia, in Canada, by Peter Seixas, in England, by Rosalyn Ashby and Christopher Edwards, in Greece, by Irene Nakou and Eleni Apostolidou, in Israel, by Eyal Naveh, in Japan and South Korea, by Yonghee Suh and Makito Yurita, in Northern Ireland, by Alan McCully, in Portugal, by Isabel Barca, in Quebec (Canada), by Jean-Francois Cardin, in Singapore, by Suhaimi Afandi and Mark Baildon, in Spain, by Lis Cercadillo, in Turkey, by Dursun Dilek and Gulcin (Yapici) Dilek, and in the United States, by Peter Stearns. By illuminating common trends, national peculiarities and differences, this collective book further enriches our knowledge about crucial issues concerning public perspectives over history education in diverse parts of the world. It opens new questions and issues to be further investigated by all who are interested in this field, in terms of its historical, educational, global, national, ethnic, cultural, social and political dimensions in the current transitional and multicultural environment. This international dialogue therefore addresses historians, history education researchers, university professors, school teachers, policy makers, publishers, parents and all those who insist that history education is very important, especially if it enables young people to orientate in the present and the future in historical terms.