This article presents a study that examined the historical social narratives of 14–17-year-old Finnish-speaking adolescents in Finland and transnational settings. Our goal was to research what kinds of narratives young people would tell when they were asked to write the history of a group or nationality most suitable for them. The research material was collected as part of data collection in 2020 from three cities: a small Finnish town, a medium-sized city in Finland and a large European city outside Finland. We analysed whether young people chose to write national, sub-national or supra-national historical social narratives. Place-based differences in results were apparent, and we analysed these differences using the concept of spatial socialisation. We also discuss the challenges that history education faces in the light of our findings.
{"title":"Narrations of (in)significant pasts in young people’s identity construction","authors":"Tanja Taivalantti, Johanna Norppa, Aleksi Marti","doi":"10.14324/herj.19.1.09","DOIUrl":"https://doi.org/10.14324/herj.19.1.09","url":null,"abstract":"This article presents a study that examined the historical social narratives of 14–17-year-old Finnish-speaking adolescents in Finland and transnational settings. Our goal was to research what kinds of narratives young people would tell when they were asked to write the history of a group or nationality most suitable for them. The research material was collected as part of data collection in 2020 from three cities: a small Finnish town, a medium-sized city in Finland and a large European city outside Finland. We analysed whether young people chose to write national, sub-national or supra-national historical social narratives. Place-based differences in results were apparent, and we analysed these differences using the concept of spatial socialisation. We also discuss the challenges that history education faces in the light of our findings.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130366708","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}
Previous studies from German-speaking areas of Europe could not prove any substantial development in the competences and the pedagogical content knowledge of prospective history teachers during teacher training, and thus could not empirically confirm the effectiveness of teacher education. We report on the theoretical framework and the results of a new study on the development of knowledge of lesson planning. In the present study, the development of this kind of knowledge could be confirmed by different test instruments. We found significant differences in the level of knowledge between various cohorts of prospective history teachers (n = 282), but some deficits in history teacher training can also be identified.
{"title":"The effectiveness of history teacher education concerning the development of lesson planning knowledge: an example from Germany","authors":"Jörgen Wolf, Martin Rothland, N. Brauch","doi":"10.14324/herj.19.1.08","DOIUrl":"https://doi.org/10.14324/herj.19.1.08","url":null,"abstract":"Previous studies from German-speaking areas of Europe could not prove any substantial development in the competences and the pedagogical content knowledge of prospective history teachers during teacher training, and thus could not empirically confirm the effectiveness of teacher education. We report on the theoretical framework and the results of a new study on the development of knowledge of lesson planning. In the present study, the development of this kind of knowledge could be confirmed by different test instruments. We found significant differences in the level of knowledge between various cohorts of prospective history teachers (n = 282), but some deficits in history teacher training can also be identified.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133992904","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}
Employing Bernstein’s (1990, 2000) concepts of recontextualisation and pedagogic discourse, this case study aims to identify types of discourse and forms of knowledge in primary history lessons, and to explain the observations through teachers’ thinking. Two Finnish primary teachers were observed for nine or ten consecutive history lessons and interviewed twice following the observation period. The analysis is based on field notes, classroom materials and interview data. The discourses in the classrooms are discussed through the instructional aim of historical literacy. The results show that although the two teachers had different discursive profiles, substantive knowledge took precedence over procedural knowledge and second-order concepts. Students’ experiences and historical culture, when present, were not deconstructed through concepts and strategies specific to history. Thus, the discursive space in both classrooms was incompatible with that required for promoting historical literacy. In the interviews, both teachers expressed their unwillingness to skip topics in the textbook, which may have contributed to the predominant role of substantive knowledge. One teacher’s planning and implementation process indicated that active and intentional recontextualisation had taken place. These results suggest that teacher education should equip primary teachers with more procedural knowledge and the means to deconstruct historical culture and students’ everyday experiences.
{"title":"Recontextualising history in primary school: discourses in the classroom","authors":"Amna Khawaja, Mikko Puustinen","doi":"10.14324/herj.19.1.07","DOIUrl":"https://doi.org/10.14324/herj.19.1.07","url":null,"abstract":"Employing Bernstein’s (1990, 2000) concepts of recontextualisation and pedagogic discourse, this case study aims to identify types of discourse and forms of knowledge in primary history lessons, and to explain the observations through teachers’ thinking. Two Finnish primary teachers were observed for nine or ten consecutive history lessons and interviewed twice following the observation period. The analysis is based on field notes, classroom materials and interview data. The discourses in the classrooms are discussed through the instructional aim of historical literacy. The results show that although the two teachers had different discursive profiles, substantive knowledge took precedence over procedural knowledge and second-order concepts. Students’ experiences and historical culture, when present, were not deconstructed through concepts and strategies specific to history. Thus, the discursive space in both classrooms was incompatible with that required for promoting historical literacy. In the interviews, both teachers expressed their unwillingness to skip topics in the textbook, which may have contributed to the predominant role of substantive knowledge. One teacher’s planning and implementation process indicated that active and intentional recontextualisation had taken place. These results suggest that teacher education should equip primary teachers with more procedural knowledge and the means to deconstruct historical culture and students’ everyday experiences.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125205871","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}
We have studied how eliciting historical empathy in a class of 13th grade students through using the film 12 Years a Slave (McQueen, 2013) supported their in-depth understanding of slavery in nineteenth-century USA. Historical empathy is one of the core elements of the new curricular reform implemented from 2020 in Norway, and it is believed to have potential to strengthen: (1) students’ future citizenship and participation in democratic and multicultural societies; and (2) students’ in-depth understanding of history. We implemented a five-week lesson plan with different activities based around the film, and used students’ assignments to evaluate their feelings about the lessons and their historical understanding of slavery. The results confirmed the potential of film to enhance historical empathy when the screening is well prepared and combined with relevant activities. Students demonstrated a high level of engagement and managed to perform complex tasks. Both their ability to contextualise and to ‘care’ improved. Particularly, students’ historical understanding of slavery was boosted by the group conversations and the dialogic nature of the activities in the classroom. In addition, we observed a greater positive influence on boys’ achievements compared with girls’ – a finding which is interesting in a wider educational context and which needs further exploration.
{"title":"Film as a gateway to teaching about slavery through historical empathy: a case study using 12 Years a Slave (McQueen, 2013)","authors":"D. Wagner, Torjus Dversnes","doi":"10.14324/herj.19.1.06","DOIUrl":"https://doi.org/10.14324/herj.19.1.06","url":null,"abstract":"We have studied how eliciting historical empathy in a class of 13th grade students through using the film 12 Years a Slave (McQueen, 2013) supported their in-depth understanding of slavery in nineteenth-century USA. Historical empathy is one of the core elements of the new curricular reform implemented from 2020 in Norway, and it is believed to have potential to strengthen: (1) students’ future citizenship and participation in democratic and multicultural societies; and (2) students’ in-depth understanding of history. We implemented a five-week lesson plan with different activities based around the film, and used students’ assignments to evaluate their feelings about the lessons and their historical understanding of slavery. The results confirmed the potential of film to enhance historical empathy when the screening is well prepared and combined with relevant activities. Students demonstrated a high level of engagement and managed to perform complex tasks. Both their ability to contextualise and to ‘care’ improved. Particularly, students’ historical understanding of slavery was boosted by the group conversations and the dialogic nature of the activities in the classroom. In addition, we observed a greater positive influence on boys’ achievements compared with girls’ – a finding which is interesting in a wider educational context and which needs further exploration.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131732919","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}
Analysis of primary sources has been recognised to have a significant impact on the development of students’ historical thinking. This study explored US history teachers’ attitudes and practices to using primary sources by interviewing six history teachers and observing 29 history lessons between August and November 2016 in Indiana and California. The main focus of the study was on the views of International Baccalaureate (IB) Diploma Programme and Advancement Placement (AP) history teachers. Results indicated that all teachers valued the use of primary sources and most of them used sources frequently. Notable was the deficiency of source evaluation in AP and Regular history lessons in those schools which did not offer the IB Programme. The IB teachers mentioned source evaluation as a part of the source work throughout, and emphasised the importance of the IB format and other pedagogical support provided by the International Baccalaureate Organization in the use of sources.
{"title":"Teaching historical thinking in practice: a study of US history teachers’ views on using primary sources in AP and IB history lessons","authors":"Sanna Soininen","doi":"10.14324/herj.19.1.05","DOIUrl":"https://doi.org/10.14324/herj.19.1.05","url":null,"abstract":"Analysis of primary sources has been recognised to have a significant impact on the development of students’ historical thinking. This study explored US history teachers’ attitudes and practices to using primary sources by interviewing six history teachers and observing 29 history lessons between August and November 2016 in Indiana and California. The main focus of the study was on the views of International Baccalaureate (IB) Diploma Programme and Advancement Placement (AP) history teachers. Results indicated that all teachers valued the use of primary sources and most of them used sources frequently. Notable was the deficiency of source evaluation in AP and Regular history lessons in those schools which did not offer the IB Programme. The IB teachers mentioned source evaluation as a part of the source work throughout, and emphasised the importance of the IB format and other pedagogical support provided by the International Baccalaureate Organization in the use of sources.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"24 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114028743","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}
In 2015, the Truth and Reconciliation Commission (TRC) of Canada released a Final Report containing 94 Calls to Action. Included were calls for reform in how history is taught in Canadian schools, so that students may learn to address such difficult topics in Canadian history as Indian Residential Schools, racism and cultural genocide. Operating somewhat in parallel to these reforms, social studies curricula across Canada have undergone substantial revisions. As a result, historical thinking is now firmly embedded within the curricula of most provinces and territories. Coupled with these developments are various academic debates regarding public pedagogy, difficult knowledge and student beliefs about Canada’s colonial past. Such debates require that researchers develop a better understanding of how knowledge related to Truth and Reconciliation is currently presented within Canadian classrooms, and how this may (or may not) relate to historical thinking. In this paper, I explore this debate as it relates to Indian Residential Schools. I then analyse a selection of classroom resources currently available in Canada for teaching about Truth and Reconciliation. In so doing, I consider how these relate to Peter Seixas’s six concepts of historical thinking (Seixas and Morton, 2013), as well as broader discussions within Canada about Indigenous world views, historical empathy and Reconciliation.
2015年，加拿大真相与和解委员会(TRC)发布了一份包含94项行动呼吁的最终报告。其中包括呼吁改革加拿大学校的历史教学方式，以便学生能够学会解决加拿大历史上的难题，如印第安寄宿学校、种族主义和文化种族灭绝。在某种程度上，与这些改革并行的是，加拿大各地的社会研究课程经历了实质性的修订。因此，历史思想现在已牢牢地嵌入大多数省份和地区的课程中。与这些发展相结合的是关于公共教育、困难知识和学生对加拿大殖民历史的看法的各种学术辩论。这样的争论要求研究人员更好地理解与真相与和解相关的知识目前是如何在加拿大课堂上呈现的，以及这可能(或可能不)与历史思维有什么关系。在本文中，我探讨了与印度寄宿学校有关的这一辩论。然后，我分析了加拿大目前可用的关于“真相与和解”教学的课堂资源。在此过程中，我考虑了这些与Peter Seixas的六个历史思维概念(Seixas and Morton, 2013)以及加拿大关于土著世界观、历史同理心和和解的更广泛讨论的关系。
{"title":"Teaching and learning the legacy of residential schools for remembering and reconciliation in Canada","authors":"Cynthia Wallace-Casey","doi":"10.14324/herj.19.1.04","DOIUrl":"https://doi.org/10.14324/herj.19.1.04","url":null,"abstract":"In 2015, the Truth and Reconciliation Commission (TRC) of Canada released a Final Report containing 94 Calls to Action. Included were calls for reform in how history is taught in Canadian schools, so that students may learn to address such difficult topics in Canadian history as Indian Residential Schools, racism and cultural genocide. Operating somewhat in parallel to these reforms, social studies curricula across Canada have undergone substantial revisions. As a result, historical thinking is now firmly embedded within the curricula of most provinces and territories. Coupled with these developments are various academic debates regarding public pedagogy, difficult knowledge and student beliefs about Canada’s colonial past. Such debates require that researchers develop a better understanding of how knowledge related to Truth and Reconciliation is currently presented within Canadian classrooms, and how this may (or may not) relate to historical thinking. In this paper, I explore this debate as it relates to Indian Residential Schools. I then analyse a selection of classroom resources currently available in Canada for teaching about Truth and Reconciliation. In so doing, I consider how these relate to Peter Seixas’s six concepts of historical thinking (Seixas and Morton, 2013), as well as broader discussions within Canada about Indigenous world views, historical empathy and Reconciliation.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121032377","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 concept of ‘powerful knowledge’ has become extremely influential in discussions about curriculum in England over the last ten years. However, the concept seems to have done little to revolutionise curriculum design, and in some cases it has led to curricular narrowing and a focus on an increasingly nationalistic narrative in history. Michael Young (2019, 2021) has argued that the failure of the concept of ‘powerful knowledge’ to underpin meaningful curriculum reforms has been mainly due to its misinterpretation and loose definition. This paper explores these claims and finds that key voices in education in England, and history education specifically, have misunderstood and misapplied the concept of powerful knowledge. However, it also makes the case that powerful knowledge cannot be meaningfully defined in terms of history education, and that attempts to make curricular decisions based on the concept are therefore a distraction from more meaningful curricular work.
{"title":"Why is ‘powerful knowledge’ failing to forge a path to the future of history education?","authors":"A. Ford","doi":"10.14324/herj.19.1.03","DOIUrl":"https://doi.org/10.14324/herj.19.1.03","url":null,"abstract":"The concept of ‘powerful knowledge’ has become extremely influential in discussions about curriculum in England over the last ten years. However, the concept seems to have done little to revolutionise curriculum design, and in some cases it has led to curricular narrowing and a focus on an increasingly nationalistic narrative in history. Michael Young (2019, 2021) has argued that the failure of the concept of ‘powerful knowledge’ to underpin meaningful curriculum reforms has been mainly due to its misinterpretation and loose definition. This paper explores these claims and finds that key voices in education in England, and history education specifically, have misunderstood and misapplied the concept of powerful knowledge. However, it also makes the case that powerful knowledge cannot be meaningfully defined in terms of history education, and that attempts to make curricular decisions based on the concept are therefore a distraction from more meaningful curricular work.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127247430","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}
Marlies ter Beek, M. Opdenakker, Marjolein I. Deunk, J. Strijbos, Tim Huijgen
The ability to apply various reading skills is an important prerequisite to comprehend expository texts commonly found in history textbooks, but it is unclear which specific skills contribute to students’ historical content knowledge and historical reasoning abilities. This study used a digital learning environment (DLE) to measure and support lower secondary students’ subject-specific reading skills, and explored the relationships with students’ historical content knowledge and historical reasoning ability. Results showed that subject-specific reading skills, such as explaining historical events, correlated significantly with both historical content knowledge and historical reasoning ability, but not all skills were significant predictors. These findings indicate that to promote the advanced practice of historical reasoning, history teachers should pay attention to students’ reading comprehension skills.
{"title":"Relationships between adolescent students’ reading skills, historical content knowledge and historical reasoning ability","authors":"Marlies ter Beek, M. Opdenakker, Marjolein I. Deunk, J. Strijbos, Tim Huijgen","doi":"10.14324/herj.19.1.02","DOIUrl":"https://doi.org/10.14324/herj.19.1.02","url":null,"abstract":"\u0000The ability to apply various reading skills is an important prerequisite to comprehend expository texts commonly found in history textbooks, but it is unclear which specific skills contribute to students’ historical content knowledge and historical reasoning abilities. This study used a digital learning environment (DLE) to measure and support lower secondary students’ subject-specific reading skills, and explored the relationships with students’ historical content knowledge and historical reasoning ability. Results showed that subject-specific reading skills, such as explaining historical events, correlated significantly with both historical content knowledge and historical reasoning ability, but not all skills were significant predictors. These findings indicate that to promote the advanced practice of historical reasoning, history teachers should pay attention to students’ reading comprehension skills.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127495423","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}
In Austria, there have been repeated reforms of history curricula in recent years. In particular, these reforms have had the goal of implementing competence orientation. However, numerous research studies have shown that history teachers find it difficult to implement the new standards and that they only partially incorporate the central theoretical principles of the curricula into their teaching practice. In addition, the new specifications have not been fully incorporated into textbooks. This article focuses specifically on the inclusion of historical representations in the classroom, and on the opinions of history teachers in relation to this. Since Austrian curricula are committed to a critical approach towards historical culture, in addition to a source-based approach, the inclusion of historical representations is necessary in order to meet state requirements. However, based on 85 qualitative interviews with Austrian history teachers, it is evident that these teachers are only partially familiar with the theories of history didactics. Many history teachers are not informed about the technical terms used in the curricula, and when manifestations of historical culture are considered in history lessons, they are rarely critically examined.
{"title":"Austrian teachers’ understanding and teaching of historical culture: challenges for the implementation of curriculum reforms in Austria","authors":"Andrea Brait","doi":"10.14324/herj.19.1.01","DOIUrl":"https://doi.org/10.14324/herj.19.1.01","url":null,"abstract":"\u0000In Austria, there have been repeated reforms of history curricula in recent years. In particular, these reforms have had the goal of implementing competence orientation. However, numerous research studies have shown that history teachers find it difficult to implement the new standards and that they only partially incorporate the central theoretical principles of the curricula into their teaching practice. In addition, the new specifications have not been fully incorporated into textbooks. This article focuses specifically on the inclusion of historical representations in the classroom, and on the opinions of history teachers in relation to this. Since Austrian curricula are committed to a critical approach towards historical culture, in addition to a source-based approach, the inclusion of historical representations is necessary in order to meet state requirements. However, based on 85 qualitative interviews with Austrian history teachers, it is evident that these teachers are only partially familiar with the theories of history didactics. Many history teachers are not informed about the technical terms used in the curricula, and when manifestations of historical culture are considered in history lessons, they are rarely critically examined.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114270347","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 study explores how undergraduates, as historical thinkers, learn to interact with history and construct their understanding of the past, and examines the role that primary and secondary sources play in narrative construction and revision. Using the African American civil rights movement as a content focus, participants used images to create initial narratives that reflected their understanding of the movement. Half the participants then read an essay on the movement written by a prominent historian, and the other half examined 18 primary sources that reflected the historian’s interpretation of the movement. Participants then each created a second narrative, again selecting images to depict their understanding of the movement. The results of the study suggest that even as students work with primary sources, they need an effective narrative framework based on recent scholarship to forge powerful counter-narratives that transcend outdated interpretations and historical myths. In terms of teaching and learning about the lengthy struggle for racial justice in the United States, simply encouraging teachers and students to ‘do history’ and conduct their own online research is unlikely to change persistent narrative structures that continue to enable and excuse systemic racism.
{"title":"Collective memory and historical narratives: The African American civil rights movement","authors":"Richard J. Hughes, S. D. Brown","doi":"10.14324/herj.18.2.03","DOIUrl":"https://doi.org/10.14324/herj.18.2.03","url":null,"abstract":"\u0000This study explores how undergraduates, as historical thinkers, learn to interact with history and construct their understanding of the past, and examines the role that primary and secondary sources play in narrative construction and revision. Using the African American civil rights movement as a content focus, participants used images to create initial narratives that reflected their understanding of the movement. Half the participants then read an essay on the movement written by a prominent historian, and the other half examined 18 primary sources that reflected the historian’s interpretation of the movement. Participants then each created a second narrative, again selecting images to depict their understanding of the movement. The results of the study suggest that even as students work with primary sources, they need an effective narrative framework based on recent scholarship to forge powerful counter-narratives that transcend outdated interpretations and historical myths. In terms of teaching and learning about the lengthy struggle for racial justice in the United States, simply encouraging teachers and students to ‘do history’ and conduct their own online research is unlikely to change persistent narrative structures that continue to enable and excuse systemic racism.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"161 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121404763","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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