«Gender as a useful category?» – Zum Stand der geschichtsdidaktischen Reflexion und empirischen Forschung

Abstract

The article inquiries into the state of history didactic theory building and reflection on the category «gender». While newer feminist discourse and queer theory play a role in academic reference disciplines, current curricula and history textbooks still tend to be oriented towards the approach of women’s and gender history. Reflections on history didactics call for a normatively open discussion of gender-related identities. In contrast, empirical findings point to the need to promote critical, reflective gender awareness.