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Keith C.BartonLinda S.Levstik

Whether history education can, or should, contribute to citizenship is a controversial matter. Some educators argue passionately that history is the chief means of developing an informed citizenry, and they justify the subject's inclusion in schools by pointing to its benefits for civic knowledge and participation. Others maintain that using history in this way distorts the nature of the academic discipline; any civic benefits of studying history, they insist, should be incidental ones rather than the result of direct planning. Proponents of each position, however, tend to conflate differing elements of citizenship and history, and in particular to mix together aspects of liberal and republican perspectives.

Our purpose in this chapter is not to revisit these debates but to clarify and evaluate arguments ...

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