Books in the series will trace the intersections of disability with gender, race, ethnicity, and class. While some books will focus on particular disability groups, others will attempt to excavate the unspoken, unacknowledged, and often invisible ties that bind people with different disabilities together in a common history. The individual contributions and the series as a whole will bring to light the underlying common themes that bridge the apparent divisions among physical, sensory, and mental disability. Informed by the social constructionist insights and interdisciplinarity of cultural studies but firmly grounded in empirical research, the series will facilitate development of both the theory and methodology of disability history.

As issues of history and memory collide in our society and in the classroom, the time is ripe to rethink the place of history in our schools. Knowing, Teaching, and Learning History represents a unique effort by an international group of scholars to understand the future of teaching and learning about the past. It will challenge the ways in which historians, teachers, and students think about teaching history.

The book concerns itself first and foremost with the question, "How do students develop sophisticated historical understandings and how can teachers best encouragethis process?" Recent developments in psychology, education, and historiography inform the debates that take place within Knowing, Teaching, and Learning History. This four-part volume identifies the current issues and problems in history education, then works towards a deep a