This article explores the pedagogies that history teachers use to foster historical empathy, drawing from interviews with secondary school history teachers in Canada. The findings highlight that historical empathy is nurtured by teachers over time using a variety of different teaching approaches and activities, tasks and projects. The article begins by examining the pedagogical choices that teachers make when designing and implementing historical empathy lessons, categorised as implicit, thematic, student-centred, scaffolded and comparative approaches. Next, consideration is given to the types of learning experiences that teachers use to develop historical empathy, and some of the opportunities and challenges involved. These learning experiences include role plays and simulations, first- and third-person writing tasks, experiential learning and virtual reality, and collaborative and project-based learning. The perspectives shared by the teachers in this study contributed towards the development of a research-informed pedagogical tool to guide the future design of learning experiences that foster historical empathy, which may be applied by teachers across educational jurisdictions, and adapted for various grade levels.
{"title":"Designing historical empathy learning experiences: a pedagogical tool for history teachers","authors":"Sara Karn","doi":"10.14324/herj.21.1.06","DOIUrl":"https://doi.org/10.14324/herj.21.1.06","url":null,"abstract":"\u0000This article explores the pedagogies that history teachers use to foster historical empathy, drawing from interviews with secondary school history teachers in Canada. The findings highlight that historical empathy is nurtured by teachers over time using a variety of different teaching approaches and activities, tasks and projects. The article begins by examining the pedagogical choices that teachers make when designing and implementing historical empathy lessons, categorised as implicit, thematic, student-centred, scaffolded and comparative approaches. Next, consideration is given to the types of learning experiences that teachers use to develop historical empathy, and some of the opportunities and challenges involved. These learning experiences include role plays and simulations, first- and third-person writing tasks, experiential learning and virtual reality, and collaborative and project-based learning. The perspectives shared by the teachers in this study contributed towards the development of a research-informed pedagogical tool to guide the future design of learning experiences that foster historical empathy, which may be applied by teachers across educational jurisdictions, and adapted for various grade levels. \u0000","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"11 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140974412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Substantive historical concepts are an essential part of the history curriculum. In contrast to the use of meta-historical concepts, this aspect of historical thinking has received relatively little attention from educational scholars in recent years. This article draws on theory from cognitive developmental psychology, and seeks to apply this in the field of history didactics. In order to foster authoritative judgement in its application in history education, research evidence is synthesised. A realistic review methodology was used to conduct this synthesis. Four context-mechanism-outcome configurations were identified: (1) when working memory is overloaded, effective learning is impossible; (2) to acquire knowledge sustainably, it must be stored as a schema in long-term memory; (3) knowledge is learned more effectively when it builds on previously acquired knowledge; and (4) knowledge will gradually become more easily accessible for working memory. These context-mechanism-outcome configurations stimulate insight into, and long-term memory of, substantive historical concepts. Didactic design principles for teaching substantive historical concepts are proposed, and implications for history education are illustrated and discussed.
{"title":"Four design principles for student learning of substantive historical concepts – a realistic review study","authors":"Wouter Smets","doi":"10.14324/herj.21.1.04","DOIUrl":"https://doi.org/10.14324/herj.21.1.04","url":null,"abstract":"\u0000Substantive historical concepts are an essential part of the history curriculum. In contrast to the use of meta-historical concepts, this aspect of historical thinking has received relatively little attention from educational scholars in recent years. This article draws on theory from cognitive developmental psychology, and seeks to apply this in the field of history didactics. In order to foster authoritative judgement in its application in history education, research evidence is synthesised. A realistic review methodology was used to conduct this synthesis. Four context-mechanism-outcome configurations were identified: (1) when working memory is overloaded, effective learning is impossible; (2) to acquire knowledge sustainably, it must be stored as a schema in long-term memory; (3) knowledge is learned more effectively when it builds on previously acquired knowledge; and (4) knowledge will gradually become more easily accessible for working memory. These context-mechanism-outcome configurations stimulate insight into, and long-term memory of, substantive historical concepts. Didactic design principles for teaching substantive historical concepts are proposed, and implications for history education are illustrated and discussed.\u0000","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"44 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140352528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
History can be experienced in many ways, including visits to historical sites. Indeed, it is becoming increasingly common for Swedish schools to organise trips for their students to historical sites; in this case, to concentration camps. This article analyses how cognitive, affective and physical experiences frame students’ interpretations of historical sites, and discusses how visits to historical sites might contribute to history education. The research questions we examine are as follows: What forms of experience did the students express, and how did these forms relate to each other? What implications might these expressed experiences pose for how teachers organise their teaching, including trips to Holocaust memorial sites? This article analyses seminars that comprised part of the examinable work in a course that involved a study trip to Auschwitz concentration camp. Empirical data were analysed using a model in which cognitive, affective and physical experiences were identified and described. The results demonstrate how cognitive, affective and physical responses interact with students’ experiences. Students described how the school trip contributed to their understanding of what is and is not possible to know, and to their will to influence society. Thus, the results indicate that physical encounters with historical sites can create new opportunities for students’ learning of history and the meaning making that comes from it.
{"title":"School trips to historical sites: students’ cognitive, affective and physical experiences from visits to Auschwitz","authors":"Mikael Berg, Martin Stolare","doi":"10.14324/herj.21.1.03","DOIUrl":"https://doi.org/10.14324/herj.21.1.03","url":null,"abstract":"\u0000History can be experienced in many ways, including visits to historical sites. Indeed, it is becoming increasingly common for Swedish schools to organise trips for their students to historical sites; in this case, to concentration camps. This article analyses how cognitive, affective and physical experiences frame students’ interpretations of historical sites, and discusses how visits to historical sites might contribute to history education. The research questions we examine are as follows: What forms of experience did the students express, and how did these forms relate to each other? What implications might these expressed experiences pose for how teachers organise their teaching, including trips to Holocaust memorial sites? This article analyses seminars that comprised part of the examinable work in a course that involved a study trip to Auschwitz concentration camp. Empirical data were analysed using a model in which cognitive, affective and physical experiences were identified and described. The results demonstrate how cognitive, affective and physical responses interact with students’ experiences. Students described how the school trip contributed to their understanding of what is and is not possible to know, and to their will to influence society. Thus, the results indicate that physical encounters with historical sites can create new opportunities for students’ learning of history and the meaning making that comes from it.\u0000","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140247697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This narrative literature review describes and critically discusses 21 years of international research addressing students’ views of historical significance. The data consist of 32 educational research articles published between 2000 and 2021. The review shows that the research area has been slowly expanding since the beginning of the millennium in regard to the number of articles and geographical representation, as well as methodological and theoretical plurality. The review identifies some representational imbalances and power gaps in this research area. Most studies represent North America and Western Europe. LGBTQ+, environmental and class-related perspectives are not found in the research. The analysis shows that students primarily identify historical substantive knowledge as significant if it is connected to official narratives. The content of these narratives is also seldom challenged. Students’ interest in the ‘darker pages’ of history, in vernacular history and in history in other places could be interpreted as providing ways to challenge these traditional narratives. Almost all researchers conclude that it is important for history education to include students’ different identities as perspectives, and to take a more disciplinary and critical approach. According to the reviewed research, this could open the way for a history education that is more relevant for students, and that meets at least some of the future challenges of a more globalised and diverse history classroom.
{"title":"Students’ views of historical significance – a narrative literature review","authors":"Cathrine Sjölund Åhsberg","doi":"10.14324/herj.21.1.02","DOIUrl":"https://doi.org/10.14324/herj.21.1.02","url":null,"abstract":"\u0000This narrative literature review describes and critically discusses 21 years of international research addressing students’ views of historical significance. The data consist of 32 educational research articles published between 2000 and 2021. The review shows that the research area has been slowly expanding since the beginning of the millennium in regard to the number of articles and geographical representation, as well as methodological and theoretical plurality. The review identifies some representational imbalances and power gaps in this research area. Most studies represent North America and Western Europe. LGBTQ+, environmental and class-related perspectives are not found in the research. The analysis shows that students primarily identify historical substantive knowledge as significant if it is connected to official narratives. The content of these narratives is also seldom challenged. Students’ interest in the ‘darker pages’ of history, in vernacular history and in history in other places could be interpreted as providing ways to challenge these traditional narratives. Almost all researchers conclude that it is important for history education to include students’ different identities as perspectives, and to take a more disciplinary and critical approach. According to the reviewed research, this could open the way for a history education that is more relevant for students, and that meets at least some of the future challenges of a more globalised and diverse history classroom.\u0000","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"71 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article considers the representation of the controversial issue of the Great Irish Famine (1845–50) in 27 recent Irish and UK history textbooks for the secondary level. Key contested issues – imports and exports, the British government’s laissez-faire economic policy, providentialist interpretations, and victim–perpetrator discourses – have long formed part of the narrative repertoire of Famine history; their representation and narrativisation in textbooks is analysed through narrative and content analysis. Historical contextualisation and perspective taking are considered key skills for students studying history; these skills become even more important when dealing with controversial issues. The questions central to this research are: How do secondary-level history textbooks from Ireland and the UK represent the key contested elements regarding the Famine? Do they provide sufficiently complex accounts, thereby facilitating historical contextualisation and perspective taking? While some Irish and UK textbooks offer learners complex representations of the Famine, several others provide students with insufficient opportunity for perspective taking, and for developing a thorough understanding of the historical context. Specifically, the majority of the textbooks provide simplistic victim–perpetrator discourses. As such issues complicate historical contextualisation, perspective taking and, relatedly, empathy formation, the article suggests including more complex subject positions in textbook discussions of the Famine.
{"title":"The Great Irish Famine in Irish and UK history textbooks, 2010–2020","authors":"Lindsay Janssen","doi":"10.14324/herj.20.1.02","DOIUrl":"https://doi.org/10.14324/herj.20.1.02","url":null,"abstract":"This article considers the representation of the controversial issue of the Great Irish Famine (1845–50) in 27 recent Irish and UK history textbooks for the secondary level. Key contested issues – imports and exports, the British government’s laissez-faire economic policy, providentialist interpretations, and victim–perpetrator discourses – have long formed part of the narrative repertoire of Famine history; their representation and narrativisation in textbooks is analysed through narrative and content analysis. Historical contextualisation and perspective taking are considered key skills for students studying history; these skills become even more important when dealing with controversial issues. The questions central to this research are: How do secondary-level history textbooks from Ireland and the UK represent the key contested elements regarding the Famine? Do they provide sufficiently complex accounts, thereby facilitating historical contextualisation and perspective taking? While some Irish and UK textbooks offer learners complex representations of the Famine, several others provide students with insufficient opportunity for perspective taking, and for developing a thorough understanding of the historical context. Specifically, the majority of the textbooks provide simplistic victim–perpetrator discourses. As such issues complicate historical contextualisation, perspective taking and, relatedly, empathy formation, the article suggests including more complex subject positions in textbook discussions of the Famine.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116696102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Amid a growing national debate regarding the current health and future direction of the history curriculum in Britain, there have been numerous calls for an examination of its roles and purposes, and questions have been raised as to how far it engages an increasingly diverse student body. This article examines the perceptions and attitudes of students towards the history curriculum within the context of one secondary school in south-east England through an exploratory case study. The findings draw upon research undertaken with Year 9 students, through 105 completed questionnaires, and through focus group interviews conducted with 12 participants. Thematic analysis suggests that, although students very much value learning about British history, they would prefer a curriculum with a wider focus which incorporates broader global studies. Although the environment offered by the case study is not particularly socially diverse, there is evidence that some groups of students desire greater curriculum reform and inclusivity. As a case study, the results are not intended to be generalised outside of context, but merely to provide points of discussion regarding an area in which prior research has been somewhat limited.
{"title":"Whose story should we be telling? An exploration of student attitudes towards, and perceptions of, the British history curriculum","authors":"O. Morgan","doi":"10.14324/herj.20.1.01","DOIUrl":"https://doi.org/10.14324/herj.20.1.01","url":null,"abstract":"Amid a growing national debate regarding the current health and future direction of the history curriculum in Britain, there have been numerous calls for an examination of its roles and purposes, and questions have been raised as to how far it engages an increasingly diverse student body. This article examines the perceptions and attitudes of students towards the history curriculum within the context of one secondary school in south-east England through an exploratory case study. The findings draw upon research undertaken with Year 9 students, through 105 completed questionnaires, and through focus group interviews conducted with 12 participants. Thematic analysis suggests that, although students very much value learning about British history, they would prefer a curriculum with a wider focus which incorporates broader global studies. Although the environment offered by the case study is not particularly socially diverse, there is evidence that some groups of students desire greater curriculum reform and inclusivity. As a case study, the results are not intended to be generalised outside of context, but merely to provide points of discussion regarding an area in which prior research has been somewhat limited.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114306894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to examine the writing skills of 7th- and 8th-grade students with a high proportion of migration background in North Rhine-Westphalia, Germany. The study was part of the SchriFT project (2017–20), funded by the Federal Ministry of Education and Research. A writing task was given on the topic: Why can we only make assumptions about many past events? As an answer to the task, the students had to write a historical explanation that took into account the epistemological principles of historical reasoning. The students’ writing was analysed using a category system, and their historical knowledge was assessed through a knowledge test. The results showed that the students possess diverse levels of writing skills, with few producing elaborate explanations, and most struggling with the subject-specific language and reasoning skills. The study also highlights the potential for genre-based writing approaches in history education. The results suggest that many students perceive history as an image of the past and have limited understanding of historical reasoning. Further research is needed to investigate the influence of motivation and interest on language learning.
{"title":"Investigating subject-specific writing skills and historical reasoning in historical explanations: a study of 7th- and 8th-grade comprehensive school students in North Rhine-Westphalia, Germany","authors":"Charlotte Husemann","doi":"10.14324/herj.20.1.06","DOIUrl":"https://doi.org/10.14324/herj.20.1.06","url":null,"abstract":"The purpose of this study was to examine the writing skills of 7th- and 8th-grade students with a high proportion of migration background in North Rhine-Westphalia, Germany. The study was part of the SchriFT project (2017–20), funded by the Federal Ministry of Education and Research. A writing task was given on the topic: Why can we only make assumptions about many past events? As an answer to the task, the students had to write a historical explanation that took into account the epistemological principles of historical reasoning. The students’ writing was analysed using a category system, and their historical knowledge was assessed through a knowledge test. The results showed that the students possess diverse levels of writing skills, with few producing elaborate explanations, and most struggling with the subject-specific language and reasoning skills. The study also highlights the potential for genre-based writing approaches in history education. The results suggest that many students perceive history as an image of the past and have limited understanding of historical reasoning. Further research is needed to investigate the influence of motivation and interest on language learning.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135356708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article analyses the changes in education legislation and the history curriculum in Spain over recent decades. To this end, the characteristics established for the teaching of history in the last two education laws, passed in 2013 and 2020 – the first by a conservative government and the second by a progressive one – are studied and compared. This study is carried out by situating the education debates presented in this research in the social and political context of Spain. The study of these legislative changes allows us to observe the different visions of national identity existing in Spain, which find a prominent area of confrontation in education and the teaching of history. The article also argues that the emergence of the ultra-right has led to a markedly nationalist vision of Spanish history that seeks to recover elements of national unity, and that has become one of the axes defended by conservative options for the teaching of history in Spanish schools. This view contrasts with the approaches advocated in the latest education legislation, which propose a more heterogeneous approach to the subject of identity in Spain.
{"title":"Educational reforms and teaching of history in contemporary Spain – nation, history and education as contested issue","authors":"Ander Delgado","doi":"10.14324/herj.20.1.07","DOIUrl":"https://doi.org/10.14324/herj.20.1.07","url":null,"abstract":"This article analyses the changes in education legislation and the history curriculum in Spain over recent decades. To this end, the characteristics established for the teaching of history in the last two education laws, passed in 2013 and 2020 – the first by a conservative government and the second by a progressive one – are studied and compared. This study is carried out by situating the education debates presented in this research in the social and political context of Spain. The study of these legislative changes allows us to observe the different visions of national identity existing in Spain, which find a prominent area of confrontation in education and the teaching of history. The article also argues that the emergence of the ultra-right has led to a markedly nationalist vision of Spanish history that seeks to recover elements of national unity, and that has become one of the axes defended by conservative options for the teaching of history in Spanish schools. This view contrasts with the approaches advocated in the latest education legislation, which propose a more heterogeneous approach to the subject of identity in Spain.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"227 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135356709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article focuses on an approach to the concept of historical time in early childhood education through the lens of cognitive psychology. It consists of three parts: (1) theoretical approaches, inspired by three broad scientific fields – cognitive psychology, pedagogy and history; (2) the presentation of educational examples, formed by empirical data and case studies; and (3) conclusions. Its main purpose is to combine theoretical approaches and findings from contemporary scientific research with empirical data from the educational process, so as to argue that kindergarten children can represent and be taught the concept of historical time and, with its help, can be introduced to history education.
{"title":"The concept of historical time in early childhood education: theoretical, methodological approaches and practice","authors":"Kyriaki Fardi","doi":"10.14324/herj.19.1.11","DOIUrl":"https://doi.org/10.14324/herj.19.1.11","url":null,"abstract":"This article focuses on an approach to the concept of historical time in early childhood education through the lens of cognitive psychology. It consists of three parts: (1) theoretical approaches, inspired by three broad scientific fields – cognitive psychology, pedagogy and history; (2) the presentation of educational examples, formed by empirical data and case studies; and (3) conclusions. Its main purpose is to combine theoretical approaches and findings from contemporary scientific research with empirical data from the educational process, so as to argue that kindergarten children can represent and be taught the concept of historical time and, with its help, can be introduced to history education.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126826911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Addressing legacies of past injustice is a central concern for transitional justice. It has most commonly been attempted through a ‘truth-telling’ approach; it is assumed that if the truth of past injustices is made known, then justice can be acted upon within contemporary society. ‘Truth telling’ – and disciplinary approaches to learning about past injustices – is therefore a central rationale for postconflict history education. However, this article argues that ‘truth telling’ is not sufficient for transitional justice history education. Instead, greater attention should be paid to historical legacies, since it is beliefs about how the past impacts the present that shape reparation decision making. While the concept of historical legacies has been under-theorised by transitional justice scholars, this article demonstrates how recent work from the field of history education can be helpful. In particular, this article distinguishes between legacies as essentialised causal relationship between the past and the present, and legacies which refer to how people construct causal relationships between the past and present. By understanding legacies as constructs, this article encourages history educators to engage with how identity factors may mediate the way in which students understand the impact of the past on the present, particularly in postconflict societies.
{"title":"Conceptualising historical legacies for transitional justice history education in postcolonial societies","authors":"N. Robinson","doi":"10.14324/herj.19.1.10","DOIUrl":"https://doi.org/10.14324/herj.19.1.10","url":null,"abstract":"Addressing legacies of past injustice is a central concern for transitional justice. It has most commonly been attempted through a ‘truth-telling’ approach; it is assumed that if the truth of past injustices is made known, then justice can be acted upon within contemporary society. ‘Truth telling’ – and disciplinary approaches to learning about past injustices – is therefore a central rationale for postconflict history education. However, this article argues that ‘truth telling’ is not sufficient for transitional justice history education. Instead, greater attention should be paid to historical legacies, since it is beliefs about how the past impacts the present that shape reparation decision making. While the concept of historical legacies has been under-theorised by transitional justice scholars, this article demonstrates how recent work from the field of history education can be helpful. In particular, this article distinguishes between legacies as essentialised causal relationship between the past and the present, and legacies which refer to how people construct causal relationships between the past and present. By understanding legacies as constructs, this article encourages history educators to engage with how identity factors may mediate the way in which students understand the impact of the past on the present, particularly in postconflict societies.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115438328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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