Global Perspectives on the Role of Dialogue in History Education

Socio-cultural, Psychological, and Digital Dimensions
1. Auflage 2024
ISBN: 978-1-032-85440-3
Verlag: Taylor & Francis Ltd (Sales)

Buch, Englisch, 238 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 513 g

Reihe: Routledge Research in Education

Providing the first volume-length exploration of the role that dialogue can play in history education classrooms, this book explores the socio-cultural, psychological, and digital dimensions of dialogic practice to promote research into historical thinking, historical consciousness, and critical thinking in educational settings.

This book’s novel approach is in its analysis of dialogical processes in various international and intercultural educational contexts; chapters compare Israeli and Palestinian textbooks and classroom discussion and explore teachers’ challenges to shift monologic school culture, as well as approaches to enhancing dialogic practices both in US contexts and in several EU countries. Each case study provides an insight into the nature of dialogue as both shared historical inquiry and cultural practice. How can dialogue be promoted, and through what mechanisms? In what ways can dialogue contribute to democratic societies’ thriving and dealing with and overcoming conflicts about different views on the past? Ultimately, the book looks to foster a nuanced and complex understanding of history, prompting consideration of different perspectives and a collective approach to overcoming troubled pasts and trauma.

Featuring a truly international set of contributions from established and emerging scholars, this book will appeal to scholars, researchers, and postgraduate students interested in the history of education, education policy and politics, and historiography more broadly. This book was made possible with the support of the EU project www.making-histories.eu (10108606), coordinated by the first author.

The Introduction and Chapters 3, 9, 10 and 11 of this book are available as downloadable Open Access PDFs at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Zielgruppe

Academic and Postgraduate

Autoren/Hrsg.

Carretero, Mario

Perez-Manjarrez, Everardo

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Geschichte der Pädagogik, Richtungen in der Pädagogik

Inhaltsverzeichnis

Introduction - Dialogue as a necessary challenge for history education.

Part I.  Reflections on the challenges, opportunities and obstacles of dialogue in history education

1. Collective Memory and History School Textbooks: The Cases of Authoritarianism and Intractable Conflict

2. Dialogue between two conflicting historical Narratives: Palestine, Israel, and the PRIME Dual Historical Narratives project.

3. Contested History Teaching and Dialogue in divided Cyprus

4. When the Subaltern Cannot Speak: Teaching about and through Historical Silence

Part II. Dialogical activities in the classroom

5. Dialogue as shared historical inquiry: reflections on research into educational dialogue in history education

6. Towards a Definition of Pedagogical Content Knowledge of Argumentation in the History Classroom

7. Mapping Historical Discussions: Effects of Personal Investment and Issue Type on the Flow of Discourse

8. Enhancing dialogic practices in social studies education in Norway: students’ and teachers’ perspectives

Part III. Digital media and historical dialogue

9. Fostering reflective dialogue on the difficult past and present of religious diversity in Europe. A docutube methodology

10. Teaching recent historical conflicts through dialogical controversies and documentary theater

11. Intercultural Historical Dialogue: Advancing History Learning Through Student-to-Student Interactions

Über Autor(innen)

Mario Carretero is Professor of Cognitive Psychology at the Autonoma University of Madrid, Spain, and a researcher of Facultad Latinoamericana de Ciencias Sociales (FLACSO)-Argentina.

Everardo Perez-Manjarrez is Professor of History at the National University of Distance Education (UNED), Madrid, Spain, and Harvard Graduate School of Education Visiting Scholar.