About the Authors

Cord Arendes is professor for applied and public history at . He previously worked as research assistant/lecturer at the universities of (FU), Greifswald, and Heidelberg and as assistant professor (Akademischer Rat) for contemporary history at Heidelberg University.

Charlotte Bühl-Gramer is professor for history didactics at the University of Erlangen- Nuremberg, academic studies in History, German and Italian at the Universities of Erlangen- Nuremberg and Würzburg; 1991–1995 secondary school teacher; 1995–2001 research assistant for regional history and history didactics at the , 2002–2010 lecturer of history didactis at the University of Erlangen-Nuremberg; since October 2010 chair at the University of Erlangen-Nuremberg.

Mario Carretero is professor at Autonoma University of Madrid, where he was dean of the Faculty of Psychology. Also he has been Bliss Carnochan International Visitor at Stanford University (2011) and Santander Fellow at Harvard University (2009–10). He has developed an extensive research collaboration with Latin American institutions through FLACSO (Argentina), studying the construction of national identities and History Education.

Marko Demantowsky is professor for modern history and history education at at the School of Education FHNW (Departement for Social Sciences Education) and a member of the Institute for Educational Sciences at the University of Basel. He manages the Department for Social Scienes Education.

Peter Gautschi is professor for teaching and learning history at the University of Teacher Education Lucerne; honorary professor at the University of Teacher Education Freiburg/ ; head of the centre for teaching and learning history and remembering the past.

Alix Green, PhD, is lecturer in public history at the University of Essex in Colchester, UK. She founded the Public History Seminar at the Institute of Historical Research in London and has been particularly interested in building international networks to address conceptual and comparative issues in the field.

Thomas Hellmuth is professor for history education at the University of Vienna. Previously, he was associate professor for history and civic education at the University of Salzburg. He has many years of experience as a teacher at school and he is also active as historian (cultural and social history).

Jan Hodel, PhD, is senior lecturer at School of Education FHNW in Basel (Switzerland). He studied history, journalism, geography and biology at the University of Fribourg (Switzerland), the Technical University of Berlin and the University of Basel (MA 1995, PhD 2012). He is co-founder of “hist.net”, a website dedicated to digital history, which he started in 1998 together with Peter Haber.

Open Access. © 2018 Marko Demantowsky, published by De Gruyter. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. https://doi.org/10.1515/9783110466133-016 214 About the Authors

Mills Kelly is professor for European history, esp. historical pedagogy, digital humanities, public digital history, modern East Central Europe at the George Mason University (Fairfax, Virginia); ­undergraduate studies at the University of Virginia, MA and PhD from the George Washington University (Washington D.C.). He is a specialist in the scholarship of teaching and learning in history.

Alexander Khodnev is professor and chair of the World History Department at Yaroslavl’ State Pedagogical University (Russia); a member of the Academic Advisory Board of the International Society for History Didactics; in 2004–2005 researcher at the Kennan Institute, Woodrow Wilson Center in Washington, D.C., The J. William Fulbright Foreign Scholarship; in 1994 visiting professor, Department of History University of Dayton, Ohio, USA.

Christoph Kühberger is professor for history and civic education at the University of Salzburg (Austria). He was professor for European cultural history at the University of (Germany) and professor for history and civic education at the Pedagogical University of Salzburg Stefan Zweig (Austria).

Daisy Martin, PhD, is the director of history performance assessment at the “Stanford Center for Assessment, Learning, and Equity”. The former director of history education at “http:// teachinghistory.org”, she also co-founded the “Stanford History Education Group” (SHEG). Martin is a former high school teacher who holds a doctorate from Stanford University and now teaches teacher-candidates.

Robert J. Parkes, PhD, is senior lecturer in curriculum studies, and convenor of the HERMES History Education Research Group, at the University of Newcastle; founding editor of Historical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education; a member of the Editorial Board of Agora/Sungråpho; founding co-convenor of the ‘History and Education’ special interest group within the Australian Association for Research in Education (AARE); and a member of the academic advisory board of the International Society for History Didactics (ISHD).

Rob Siebörger is retired associate professor in the School of Education at the University of Cape Town (South Africa) and was its deputy director.

Marco Zerwas, PhD, is currently teaching at the Petrinum Grammar School in Recklinghausen, 2012–2015 research associate at the Department for Social Sciences Education at the School of Education FHNW (Basel et al.), 2010–12 research associate at the Universities of Bochum and Rostock.