Translation and its discontents: key concepts in English and German history education
Abstract Key terms and concepts are crucial tools in teaching and learning in the disciplines. Different linguistic traditions approach such tools in diverse ways. This paper offers an initial contribution by a monolingual Anglophone history educator in dialogue with German history educators. It presents three different scenarios for the potential of translation between German and Anglophone research communities. In the case of Geschichtsbewusstsein or 'historical consciousness' the Anglophone field has already been enriched by the introduction of a new concept over the past decade. In the case of the fundamental group of concepts 'source' 'evidence' 'trace' and 'account' the Anglophone field is shown to be in surprising disarray, but clarification is within reach. German history education researchers may have a similar need; if so, perhaps they can benefit from the English language discussion. In the third case, that of Triftigkeit or 'plausibility' the German field is poised, again to make a significant contribution to a gaping hole in the theory, research and practice of Anglophone history education.