History Education permeates the fabric of modern society: in Europe apparently the only countries who leave history off the curriculum post 14 are Albania and Britain. The teaching and learning of history is often a source of heated public and private argument, impinging upon the worlds of politics, nationalism and cultural identity. Yet there is no forum where findings located at the intersection between scholarship, research and the classroom can be reported, reviewed and debated to inform and even influence political discourse. The IJHLTR aims to fill this vacuum through providing a medium where colleagues can present academic papers of a theoretical, controversial and empirical nature. Papers can reflect different schools of research, the IJHLTR editorial team respects eclecticism and a plurality of approaches. The editors welcome research that address a range of issues, from philosophical, political, social and moral considerations to curriculum design and development, children’s cognition and learning, pedagogy, initial teacher training and continuing professional development. The journal also encourages contributions from teachers who are researching into their own practice. All papers will be subject to full academic refereeing.

• to enhance history teaching for the 5 - 18 age range, through relevant articles, reviews and information from around the world;
• to provide a forum for vigorous, rigorous and stimulating discussion and debate on issues of substance vis-à-vis the role of History in Education;
• to provide a stimulating and challenging medium for ideas, innovation and practice on all facets of history teaching and learning. We will particularly welcome articles that:

1. reflect good practice in all aspects of history teaching and training;
2. evaluate and report on initiatives and practice in teacher training in history;
3. review topical problems and report successes in particular countries in history education;
4. report on international comparative research in history teaching;
5. reproduce internal country articles that merit a wider audience.

• to serve as a medium for reporting on research into the theory and practice of history teaching and learning, and related curricular issues and concerns;
• to report on relevant classroom research in history, both quantitative and qualitative;
• to present the richness of good practice from the perspective of practitioners and academic historians;
• to provide a forum for short summaries of issues of current and future interest and concern, both in relation to curriculum development, government policy, history’s curricular and social role, status and importance;
• to review Internet resources for history teaching;
• to act as a newsdesk for current concerns.