This paper arises from research into using historical film in a Maltese secondary history classroom vis-à-vis its impact on student motivation, engagement and historical understanding. The paper outlines and discusses indicators of students' affective and cognitive engagement when responding to and analysing historical film's moving images – that is, extracts from footage of twentieth- and twenty-first century historical events captured live on camera as shown on newsreels, broadcast on television or forming part of a historical documentary. Using a single-site study, data was collected from two cohorts of Year 11 students following the history option programme. Each cohort was taught for an academic year and moving images were used as sources in history lessons. Analysing students' discourse in whole-class dialogues to obtain evidence for student engagement, findings showed different indicators of students' expressive verbal engagement with moving images: asking questions, making spontaneous observations, inserting oneself, establishing associations, and peer interaction. Findings suggest that underlying students' expressive engagement were the visual and auditory appeal of moving images, and classroom talk. Features of classroom talk in which moving images were used were consistent with views of dialogic teaching. Based on this evidence, it is argued that moving images can be used as a tool for engaging students, through classroom talk in a dialogic context, in developing historical understanding. It is also suggested that there is potential for using students' verbal utterances when analysing moving images for assessing learning.
{"title":"Students' expressive engagement with historical film's moving images in a Maltese secondary history classroom","authors":"Alexander Cutajar","doi":"10.18546/HERJ.15.2.14","DOIUrl":"https://doi.org/10.18546/HERJ.15.2.14","url":null,"abstract":"This paper arises from research into using historical film in a Maltese secondary history classroom vis-à-vis its impact on student motivation, engagement and historical understanding. The paper outlines and discusses indicators of students' affective and cognitive engagement\u0000 when responding to and analysing historical film's moving images – that is, extracts from footage of twentieth- and twenty-first century historical events captured live on camera as shown on newsreels, broadcast on television or forming part of a historical documentary. Using a single-site\u0000 study, data was collected from two cohorts of Year 11 students following the history option programme. Each cohort was taught for an academic year and moving images were used as sources in history lessons. Analysing students' discourse in whole-class dialogues to obtain evidence for student\u0000 engagement, findings showed different indicators of students' expressive verbal engagement with moving images: asking questions, making spontaneous observations, inserting oneself, establishing associations, and peer interaction. Findings suggest that underlying students' expressive engagement\u0000 were the visual and auditory appeal of moving images, and classroom talk. Features of classroom talk in which moving images were used were consistent with views of dialogic teaching. Based on this evidence, it is argued that moving images can be used as a tool for engaging students, through\u0000 classroom talk in a dialogic context, in developing historical understanding. It is also suggested that there is potential for using students' verbal utterances when analysing moving images for assessing learning.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"32 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128597456","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}
Historical learning should be taught in a competence-oriented way in primary school. However, there has so far been little research on children's competences in the elementary and primary areas of historical learning. The HisDeKo (Historical Thinking and Competence Development) research project, which is located at the universities of Osnabrück and Paderborn, has therefore been pursuing the empirical investigation of children's competences in historical thinking. This involved moving from considering children's traditional ways of thinking about history as historical narratives and accounts set within a chronological framework to evaluating their ability to consider the significance of sources and interpretations in reconstructing the past. In a qualitative study, 114 children have so far been individually interviewed. The evaluation procedure was developed on the basis of qualitative content analysis. Key results of this study are that the pupils know about the tradition of the past and can name different types of sources and understand that it is through sources that we find out about the past. Therefore, it appears to be appropriate to teach the methods of historical enquiry from the first grade onwards.
{"title":"HisDeKo: A study about the historical thinking of primary school children","authors":"A. Becher, Eva Gläser","doi":"10.18546/HERJ.15.2.08","DOIUrl":"https://doi.org/10.18546/HERJ.15.2.08","url":null,"abstract":"Historical learning should be taught in a competence-oriented way in primary school. However, there has so far been little research on children's competences in the elementary and primary areas of historical learning. The HisDeKo (Historical Thinking and Competence Development) research\u0000 project, which is located at the universities of Osnabrück and Paderborn, has therefore been pursuing the empirical investigation of children's competences in historical thinking. This involved moving from considering children's traditional ways of thinking about history as historical\u0000 narratives and accounts set within a chronological framework to evaluating their ability to consider the significance of sources and interpretations in reconstructing the past. In a qualitative study, 114 children have so far been individually interviewed. The evaluation procedure was developed\u0000 on the basis of qualitative content analysis. Key results of this study are that the pupils know about the tradition of the past and can name different types of sources and understand that it is through sources that we find out about the past. Therefore, it appears to be appropriate to teach\u0000 the methods of historical enquiry from the first grade onwards.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131647793","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 study compares 28 third-year University of Cape Coast trainee teachers' perceptions and mental models of history teaching before and after an initial history teaching professional development course – the Methods of Teaching History Course – to prepare them to teach history. The History Course was an intervention strategy built around episodic memory theory. The research questions were: Do trainees' perceptions (mental models) of history teaching remain the same or change during the History Course? If they change, how and why? Research involved all 28 trainees before and after they took the course through the use of a questionnaire and vignettes, plus a post-course interview of 12 of the trainees. The researcher used a deductive approach to analyse data about three aspects of the trainees' history teaching mental models: pedagogy, teaching styles as illustrated through classroom organization, and how students learn history. Findings revealed a marked difference between the trainees' pre- and post-course mental models of what school history is and how it should be taught. The trainees' pre-course mental models changed as a result of the knowledge and understanding they acquired during the History Course. A major finding was that such professional development courses need fully to take account of trainees' pre-course conceptions that shape their mental models of history teaching.
{"title":"A case study of trainee teachers' mental models of history teaching before and after an initial history teaching professional development course","authors":"C. Oppong","doi":"10.18546/HERJ.15.2.07","DOIUrl":"https://doi.org/10.18546/HERJ.15.2.07","url":null,"abstract":"The study compares 28 third-year University of Cape Coast trainee teachers' perceptions and mental models of history teaching before and after an initial history teaching professional development course – the Methods of Teaching History Course – to prepare them to teach\u0000 history. The History Course was an intervention strategy built around episodic memory theory. The research questions were: Do trainees' perceptions (mental models) of history teaching remain the same or change during the History Course? If they change, how and why? Research involved all 28\u0000 trainees before and after they took the course through the use of a questionnaire and vignettes, plus a post-course interview of 12 of the trainees. The researcher used a deductive approach to analyse data about three aspects of the trainees' history teaching mental models: pedagogy, teaching\u0000 styles as illustrated through classroom organization, and how students learn history. Findings revealed a marked difference between the trainees' pre- and post-course mental models of what school history is and how it should be taught. The trainees' pre-course mental models changed as a result\u0000 of the knowledge and understanding they acquired during the History Course. A major finding was that such professional development courses need fully to take account of trainees' pre-course conceptions that shape their mental models of history teaching.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"203 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114982046","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 this article, I illustrate how the national narrative in Canada's Museum of History has evolved over 50 years. Located in the national capital of Ottawa, the new Canada's History Hall presents a concise overview of a nation, stretching from time immemorial to the present. It was opened on 1 July 2017 as a signature exhibition in celebration of Canada's sesquicentennial. It also represents a fourth manifestation of a national museum narrative for Canada. From humble beginnings in 1967 (when Canada celebrated its centennial), the narrative has changed substantially in response to national policies and societal values. Adopting a critical discourse analysis methodology, and drawing from archival evidence, I analyse how this national narrative has evolved. Canada's History Hall presents Canadian students with a concise national template for remembering Canada's past. Over the past 50 years, this narrative has changed, as curators have employed artefacts and museum environments to construct patriotic pride in their nation. Until 2017, this narrative was blatantly exclusionary of Indigenous voices. More recently, the Truth and Reconciliation Commission of Canada has called for reconciliation in education, including public forums for education. The Canadian Museum of History has responded to this call by weaving Indigenous voices into the national narrative of the new Canadian History Hall. In so doing, I argue, the museum has successfully entwined patriotism with reconciliation against past wrongs.
{"title":"Constructing patriotism: How Canada's History Hall has evolved over 50 years","authors":"Cynthia Wallace-Casey","doi":"10.18546/HERJ.15.2.10","DOIUrl":"https://doi.org/10.18546/HERJ.15.2.10","url":null,"abstract":"In this article, I illustrate how the national narrative in Canada's Museum of History has evolved over 50 years. Located in the national capital of Ottawa, the new Canada's History Hall presents a concise overview of a nation, stretching from time immemorial to the present. It was\u0000 opened on 1 July 2017 as a signature exhibition in celebration of Canada's sesquicentennial. It also represents a fourth manifestation of a national museum narrative for Canada. From humble beginnings in 1967 (when Canada celebrated its centennial), the narrative has changed substantially\u0000 in response to national policies and societal values. Adopting a critical discourse analysis methodology, and drawing from archival evidence, I analyse how this national narrative has evolved. Canada's History Hall presents Canadian students with a concise national template for remembering\u0000 Canada's past. Over the past 50 years, this narrative has changed, as curators have employed artefacts and museum environments to construct patriotic pride in their nation. Until 2017, this narrative was blatantly exclusionary of Indigenous voices. More recently, the Truth and Reconciliation\u0000 Commission of Canada has called for reconciliation in education, including public forums for education. The Canadian Museum of History has responded to this call by weaving Indigenous voices into the national narrative of the new Canadian History Hall. In so doing, I argue, the museum has\u0000 successfully entwined patriotism with reconciliation against past wrongs.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130056027","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}
Mark C. Baildon, Suhaimi Afandi, S. Bott, C. Rajah
In this article, we make the case for teaching historical controversy on disciplinary and educational grounds. We outline an approach for teaching controversial history topics that engages students with authentic historical problems, such as historical controversies or actual debates taken up by historians, and allows students to participate in history as an interpretative enterprise. The disciplinary approach we suggest can also help teachers practically manage the challenges of teaching contentious topics by drawing on the disciplinary methods and standards used in history. Teaching controversial topics is challenging in many contexts, and in this article we highlight some of the challenges teachers in Singapore face when teaching controversial topics in history classrooms. We also draw on research that examines the conceptions Singaporean students hold about history and the nature of accounts in history. We argue that teaching historical controversy can help students develop their conceptual understanding of historical accounts, understand the nature of history as a discipline, and build their historical knowledge. We conclude by arguing that in a time of widespread access to multiple and often competing accounts about past and present in social media, a discipline-based history education is more important than ever.
{"title":"Guiding students in Singapore to investigate historical controversy using a disciplinary approach","authors":"Mark C. Baildon, Suhaimi Afandi, S. Bott, C. Rajah","doi":"10.18546/herj.15.2.11","DOIUrl":"https://doi.org/10.18546/herj.15.2.11","url":null,"abstract":"In this article, we make the case for teaching historical controversy on disciplinary and educational grounds. We outline an approach for teaching controversial history topics that engages students with authentic historical problems, such as historical controversies or actual debates\u0000 taken up by historians, and allows students to participate in history as an interpretative enterprise. The disciplinary approach we suggest can also help teachers practically manage the challenges of teaching contentious topics by drawing on the disciplinary methods and standards used in history.\u0000 Teaching controversial topics is challenging in many contexts, and in this article we highlight some of the challenges teachers in Singapore face when teaching controversial topics in history classrooms. We also draw on research that examines the conceptions Singaporean students hold about\u0000 history and the nature of accounts in history. We argue that teaching historical controversy can help students develop their conceptual understanding of historical accounts, understand the nature of history as a discipline, and build their historical knowledge. We conclude by arguing that\u0000 in a time of widespread access to multiple and often competing accounts about past and present in social media, a discipline-based history education is more important than ever.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132456636","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}
Since historical monuments are often difficult to interpret, this study commences with the questions, how do students understand historical monuments and in what ways are they able to describe and interpret them? The focus of our paper is a monument showing Arnold Winkelried, a leading Swiss national figure that nine Swiss students of Grades 5 and 6 studied. Winkelried is a legendary Swiss hero who sacrificed himself to bring about Swiss victory over the Austrian Habsburgs in the Battle of Sempach in 1386. As an iconic, symbolic source of Swiss national cultural heritage, he is representative of the establishment of the young Swiss Federation's history culture in the second half of the nineteenth century. The study's mainly oral research data was collected by means of focus groups (Bohnsack, 2010). The discussions with the students were recorded, transcribed and analysed using a documentary method (Straub, 1999), that is, we reconstructed typical patterns of description. The findings first indicated that students find it difficult to observe and describe such monuments appropriately. Indeed, the students tended to begin the process by guessing what they were observing. Second, the findings show that through the interviewer's prompts – accurate observations and descriptions – during the focus group sessions, students can activate prior knowledge and thus engage with the historical topic.
{"title":"How Swiss primary students interpret a national monument","authors":"C. Mathis, Kristine Gollin","doi":"10.18546/HERJ.15.2.15","DOIUrl":"https://doi.org/10.18546/HERJ.15.2.15","url":null,"abstract":"Since historical monuments are often difficult to interpret, this study commences with the questions, how do students understand historical monuments and in what ways are they able to describe and interpret them? The focus of our paper is a monument showing Arnold Winkelried, a leading\u0000 Swiss national figure that nine Swiss students of Grades 5 and 6 studied. Winkelried is a legendary Swiss hero who sacrificed himself to bring about Swiss victory over the Austrian Habsburgs in the Battle of Sempach in 1386. As an iconic, symbolic source of Swiss national cultural heritage,\u0000 he is representative of the establishment of the young Swiss Federation's history culture in the second half of the nineteenth century. The study's mainly oral research data was collected by means of focus groups (Bohnsack, 2010). The discussions with the students were recorded, transcribed\u0000 and analysed using a documentary method (Straub, 1999), that is, we reconstructed typical patterns of description. The findings first indicated that students find it difficult to observe and describe such monuments appropriately. Indeed, the students tended to begin the process by guessing\u0000 what they were observing. Second, the findings show that through the interviewer's prompts – accurate observations and descriptions – during the focus group sessions, students can activate prior knowledge and thus engage with the historical topic.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123149925","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 paper investigates the elements in ancient Greek myths that refer to the 'other' in the recently reformed Greek Cypriot history curriculum's primary phase programmes of study (MoEd, 2016). The article's opening section analyses the conceptual nature of such myths and their presence in modern curricula. It goes on to identify in these myths the presence of any foreign, different or genderbased 'other', and whether they are included in Greek Cypriot textual or visual teaching material about myths and legends. The article also considers the extent to which this material refers to characteristic, dominant female figures who play a leading role in classical myths and local historical narratives – figures associated with numerous Cypriot place names, traditions, historical accounts and fiction. The paper builds on Said's (1989) concept of otherness, post-colonial theory and Foucault's discourse analysis (Given, 2002) to consider in particular how the myth of Aphrodite, the gendered woman 'other', was marginalized during Venetian, Ottoman and British colonial rule of Cyprus from 1489 to 1960. More generally, it examines the significance of teaching ancient Greek myths as an aspect of Greek Cypriot citizenship education.
{"title":"History and citizenship: Does the reformed Greek Cypriot primary history curriculum include myths and legends that represent the 'other'?","authors":"Myria A. Constantinidou","doi":"10.18546/HERJ.15.2.04","DOIUrl":"https://doi.org/10.18546/HERJ.15.2.04","url":null,"abstract":"This paper investigates the elements in ancient Greek myths that refer to the 'other' in the recently reformed Greek Cypriot history curriculum's primary phase programmes of study (MoEd, 2016). The article's opening section analyses the conceptual nature of such myths and their presence\u0000 in modern curricula. It goes on to identify in these myths the presence of any foreign, different or genderbased 'other', and whether they are included in Greek Cypriot textual or visual teaching material about myths and legends. The article also considers the extent to which this material\u0000 refers to characteristic, dominant female figures who play a leading role in classical myths and local historical narratives – figures associated with numerous Cypriot place names, traditions, historical accounts and fiction. The paper builds on Said's (1989) concept of otherness, post-colonial\u0000 theory and Foucault's discourse analysis (Given, 2002) to consider in particular how the myth of Aphrodite, the gendered woman 'other', was marginalized during Venetian, Ottoman and British colonial rule of Cyprus from 1489 to 1960. More generally, it examines the significance of teaching\u0000 ancient Greek myths as an aspect of Greek Cypriot citizenship education.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133555559","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}
Commemoration of World War I (WWI), and specifically the Gallipoli campaign, holds a significant place in the Australian public imagination. This is currently heightened with the WWI centenary commemorations (2014–18) occurring on a local, national and international scale. In the current political climate, there has been a resurgence of nationalism amid fear of terrorist attacks and uncertain political futures. Traditionally, history education has been considered, by some, a tool for the promotion of national identity, despite history education literature and many curriculum documents increasingly focused on fostering historical consciousness in students. The Gallipoli campaign, and subsequent Anzac mythology, has maintained a strong focus in Australia as a means of promotion, and often celebration, of Australian culture in public history, including personal and familial connections via ancestral participation in WWI. This article explores the types of historical education conducted in three high schools. As part of a regular history lesson, students were provided with five sources and a series of questions to answer about the Gallipoli campaign as a historical and commemorative event. Students' responses are analysed in this paper using Jörn Rüsen's typology of historical consciousness (Rüsen, 2004) to gain an understanding of how students think about the commemoration of the Gallipoli campaign. Specifically, this paper is interested in students' navigation of collective memory and nationalistic narratives evident in the public sphere and popular culture, and how these inform a sense of historical consciousness.
{"title":"World War I commemoration and student historical consciousness: A study of high-school students' views","authors":"M. Innes, Heather Sharp","doi":"10.18546/HERJ.15.2.03","DOIUrl":"https://doi.org/10.18546/HERJ.15.2.03","url":null,"abstract":"Commemoration of World War I (WWI), and specifically the Gallipoli campaign, holds a significant place in the Australian public imagination. This is currently heightened with the WWI centenary commemorations (2014–18) occurring on a local, national and international scale. In\u0000 the current political climate, there has been a resurgence of nationalism amid fear of terrorist attacks and uncertain political futures. Traditionally, history education has been considered, by some, a tool for the promotion of national identity, despite history education literature and many\u0000 curriculum documents increasingly focused on fostering historical consciousness in students. The Gallipoli campaign, and subsequent Anzac mythology, has maintained a strong focus in Australia as a means of promotion, and often celebration, of Australian culture in public history, including\u0000 personal and familial connections via ancestral participation in WWI. This article explores the types of historical education conducted in three high schools. As part of a regular history lesson, students were provided with five sources and a series of questions to answer about the Gallipoli\u0000 campaign as a historical and commemorative event. Students' responses are analysed in this paper using Jörn Rüsen's typology of historical consciousness (Rüsen, 2004) to gain an understanding of how students think about the commemoration of the Gallipoli campaign. Specifically,\u0000 this paper is interested in students' navigation of collective memory and nationalistic narratives evident in the public sphere and popular culture, and how these inform a sense of historical consciousness.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"183 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121934085","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 2009, the Danish nation state implemented a history canon, Historie 09 , as an obligatory part of the history national curriculum in primary and lower secondary schools. The history canon was part of a high-profile 'cultural battle' that the Danish liberal–conservative political and intellectual elite initiated during the first decade of the twenty-first century – a conflict that also included several other curricular canons. The Danish history curriculum was meant to satisfy three aims: (1) to bolster students with historical cultural ballast as they are prepared to be a part of the globalized economy and community; (2) to revitalize a chronologically structured master narrative about the historical and cultural origins of the Danish nation; and (3) to incorporate history teaching into an ongoing political struggle against some of the possible consequences of increasing cultural and religious diversity in Denmark – and, accordingly, to further a re-traditionalized vision of Denmark as a culturally homogeneous society, presumably existing as distinct from the membership of a heterogeneous European Union. This paper analyses the background of the history canon project in terms of educational policy, how it was realized in the revised history curriculum of 2009, which is still in force, and finally how representatives of the political elite who framed the history canon interpret the history curriculum. I will conclude by briefly discussing how history teachers have responded to the history canon project.
{"title":"The history canon project as politics of identity: Renationalizing history education in Denmark","authors":"Claus Haas","doi":"10.18546/HERJ.15.2.02","DOIUrl":"https://doi.org/10.18546/HERJ.15.2.02","url":null,"abstract":"In 2009, the Danish nation state implemented a history canon, Historie 09 , as an obligatory part of the history national curriculum in primary and lower secondary schools. The history canon was part of a high-profile 'cultural battle' that the Danish liberal–conservative\u0000 political and intellectual elite initiated during the first decade of the twenty-first century – a conflict that also included several other curricular canons. The Danish history curriculum was meant to satisfy three aims: (1) to bolster students with historical cultural ballast as they\u0000 are prepared to be a part of the globalized economy and community; (2) to revitalize a chronologically structured master narrative about the historical and cultural origins of the Danish nation; and (3) to incorporate history teaching into an ongoing political struggle against some of the\u0000 possible consequences of increasing cultural and religious diversity in Denmark – and, accordingly, to further a re-traditionalized vision of Denmark as a culturally homogeneous society, presumably existing as distinct from the membership of a heterogeneous European Union. This paper\u0000 analyses the background of the history canon project in terms of educational policy, how it was realized in the revised history curriculum of 2009, which is still in force, and finally how representatives of the political elite who framed the history canon interpret the history curriculum.\u0000 I will conclude by briefly discussing how history teachers have responded to the history canon project.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131522346","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}
Educational standards have changed rapidly and drastically in the past several years, including an increased focus on literacy within the social studies. Using data from a four-month qualitative study, this article examines how seven secondary social studies teachers talked about and defined literacy, and how those perspectives informed their pedagogical choices. The enquiry is a response to two areas: first, the many and varied definitions of literacy found in the literature (for example, content area literacy, multiliteracies and media literacy); and second, the added attention given to disciplinary literacy in the widely adopted Common Core State Standards. We found these teachers had four common elements when talking about and defining literacy: (1) reading comprehension; (2) writing fluidity; (3) skills; and (4) vocabulary. Additionally, we discovered that teachers discussed using four kinds of literacy teaching strategies: (1) content area reading strategies; (2) disciplinary reading strategies; (3) writing strategies; and (4) dialogue strategies. However, we determined that the teachers' theoretical understanding of literacy had only minor influence on their pedagogical choices. Instead, we found overarching assessments such as an end-of-course, advanced placement or state-wide reading exam had greater influence on the pedagogical choices the teachers made. The findings suggest that the effort to expand literacy instruction into the disciplines is still a work in progress, which falls in the hands of teacher educators and professional development providers.
{"title":"How secondary social studies teachers define literacy and implement literacy teaching strategies: A qualitative research study","authors":"Joshua L. Kenna, William B. Russell, B. Bittman","doi":"10.18546/HERJ.15.2.05","DOIUrl":"https://doi.org/10.18546/HERJ.15.2.05","url":null,"abstract":"Educational standards have changed rapidly and drastically in the past several years, including an increased focus on literacy within the social studies. Using data from a four-month qualitative study, this article examines how seven secondary social studies teachers talked about and\u0000 defined literacy, and how those perspectives informed their pedagogical choices. The enquiry is a response to two areas: first, the many and varied definitions of literacy found in the literature (for example, content area literacy, multiliteracies and media literacy); and second, the added\u0000 attention given to disciplinary literacy in the widely adopted Common Core State Standards. We found these teachers had four common elements when talking about and defining literacy: (1) reading comprehension; (2) writing fluidity; (3) skills; and (4) vocabulary. Additionally, we discovered\u0000 that teachers discussed using four kinds of literacy teaching strategies: (1) content area reading strategies; (2) disciplinary reading strategies; (3) writing strategies; and (4) dialogue strategies. However, we determined that the teachers' theoretical understanding of literacy had only\u0000 minor influence on their pedagogical choices. Instead, we found overarching assessments such as an end-of-course, advanced placement or state-wide reading exam had greater influence on the pedagogical choices the teachers made. The findings suggest that the effort to expand literacy instruction\u0000 into the disciplines is still a work in progress, which falls in the hands of teacher educators and professional development providers.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"2020 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130064702","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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