Contents

Editorial and Editorial Review pp. 5–28
Editorial pp. 5–6
Editorial Review pp. 7–28
Jon Nichol, The Historical Association of Great Britain, United Kingdom – England
Hilary Cooper, University of Cumbria, United Kingdom – England

Austria pp. 29–39
Are Historical Thinking Skills Important To History Teachers? Some Findings From A Qualitative Interview Study In Austria
Roland Bernhard, Salzburg University of Education, Salzburg

Spain pp. 40–56
‘History on Trial’ The Role Of Moral Judgment In The Explanation Of Controversial History
Everardo Perez-Manjarrez, Autonoma University of Madrid, Madrid, Spain

Australia and Sweden pp. 57–70
Primary Sources In Swedish And Australian History Textbooks: A Comparative Analysis Of Representations Of Vietnam’s Kim Phuc
Heather Sharp, University of Newcastle, Newcastle, Australia
Niklas Ammert, Linnaeus University, Kalmar, Sweden

United States of America pp. 71–92
The Dilemma Of Senator Williams: A Case Study Of Student Decision-Making, Controversy And Ethical Dilemmas
Jeffrey M. Byford, Social Studies Education, The University of Memphis, Memphis, Tennessee
Sean M. Lennon, Social Studies Education, Valdosta State University, Valdosta, Georgia

Sri Lanka pp. 93–107
Examining The Value Of Teaching Sensitive Matters In History: The Case Of Post-War Sri Lanka
Mihiri Warnasuriya, Centre of Development Studies, University of Cambridge, Cambridge, United Kingdom

United Kingdom – England pp. 108–118
Learning From The Aftermath Of The Holocaust
Geoffrey Short, University of Hertfordshire, Hatfield

Greece pp. 119–149
From The Holocaust To Recent Mass Murders And Refugees
Anastasia D. Vakaloudi, Ministry of Education, Thessaloniki

United Kingdom – England p. 150
Review
Public History. A Practical Guide. Faye Sayer. London, Bloomsbury 2015
Penelope Harnett, University of the West of England, Bristol