Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education最新文献

{"title":"Editorial: Perspectives on history and moral encounters","authors":"Niklas Ammert, Heather Sharp, Silvia Edling, J. Löfström","doi":"10.52289/hej9.201","DOIUrl":"https://doi.org/10.52289/hej9.201","url":null,"abstract":"We are at a time in world political history that seems to be on a precipice. Over the past decade, it is difficult to ignore the global growth in popularity for autocratic governments, also in some countries which for decades were either strong democracies or moving towards stable democratic governance. The current Russian attack on Ukraine brings into stark focus the political instability many citizens are facing—historical problems are causing, or used as a pretext for, current conflicts. History educators across many sectors—primary, secondary, university, and in public spaces such as museums and galleries – are curious about how these and other current events and issues can and should be approached. The events raise anew the questions of whether and how we can learn from the past, what we value as good and bad in the past, and how these insights might affect our present and future judgements. In relation to this it becomes vital to ponder how educators and members of the public can communicate the situation in Ukraine and similar events to others, while avoiding the bias that presentism can bring.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49094077","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}

{"title":"Teaching history on the scale of the Anthropocene: Three ethical challenges","authors":"T. Retz","doi":"10.52289/hej9.202","DOIUrl":"https://doi.org/10.52289/hej9.202","url":null,"abstract":"The Anthropocene strikes at the heart of the principle that making moral judgements involves a rich understanding of historical context. This article elaborates three subsequent challenges for history educators. First, locating human beings in geological time requires us to upscale our temporal conceptions of the human while downscaling our existential conceptions of the human. Second, we must make sense of a humanity that has combined an overwhelming power with a frightening loss of control, reviving the question of whether historical agents are to be morally judged by reference to their purposes and intentions. Third, history educators must be on guard against conceptions of the future that dispense with important notions of human and political agency. The challenges amount to a need to rethink the categories of scale employed by history educators to situate and explain human experience in time and space.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44664897","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}

{"title":"Temporal orientation in Spanish and Swedish teacher students’ narratives about gender equality","authors":"Fredrik Alvén, Jorge Ortuño-Molina","doi":"10.52289/hej9.204","DOIUrl":"https://doi.org/10.52289/hej9.204","url":null,"abstract":"The main objective of the study was to analyze how Swedish and Spanish pre-service teachers’ temporal orientation influences their narratives and moral conceptions about gender inequality. 55 Spanish students and 76 Swedish students participated. The narratives were analyzed through a separate process of coding by both authors and the subsequence crossing of information in order to achieve agreement and reliability for the codes used. The analysis shows differences depending on cultural context, which may reflect the learning of narrative templates in History Education instead of a reflexive and critical learning. Mainly Spanish students described time under the concepts of change and continuity while Swedish students oftener saw time more as abrupt changes when describing the differences of current gender inequality regarding past times. Likewise, in almost all the narratives there is a naive way of understanding the sense of change over time. In the narratives there are no calls for individual action or descriptions of what possible actions there are for us to fight for a better future probably because history education does not provide examples in the past which mirror current social issues. These reflections make us to question why we teach history and how we do it.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47731407","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}

{"title":"Addressing the elephant in the room: Ethics as an organizing concept in history education","authors":"Lindsay Gibson, A. Milligan, C. Peck","doi":"10.52289/hej9.205","DOIUrl":"https://doi.org/10.52289/hej9.205","url":null,"abstract":"Ethics is the proverbial ‘elephant in the room’ in history education in settler-colonial nations. It is foundational to teaching and learning history and engaging with the ongoing effects of the past in the present. Yet its place in history curricula and teaching continues to be ignored, understated, confused, and challenged. This article illustrates how ethical judgment is central to four commonly identified rationales for teaching history in schools: citizenship education, historical consciousness, historical thinking, and difficult histories. The article urges more explicit attention to ethics as an organizing concept in history education to enable students to appreciate the complex lived realities that constitute history and to explore the diverse perspectives that have contributed to sometimes-difficult decisions. We argue that ethics can humanize history, enrich students’ historical understandings, and offer a usable past. However, given the varied approaches to ethical judgment across the four orientations to teaching history, we stress the need for the mindful deployment of ethical judgment in curriculum design. Using an example from the 2021 draft Aotearoa New Zealand’s Histories curriculum, we demonstrate what “ethical judgment” could be called upon to do, and the impoverished approach to history education that would exist without it.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46606930","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}

{"title":"Integrating historical and moral consciousness in history teaching","authors":"Mia Silfver, Liisa Myyry","doi":"10.52289/hej9.203","DOIUrl":"https://doi.org/10.52289/hej9.203","url":null,"abstract":"The aim of this study is to explore historical perspective-taking from a social psychological perspective and reflect on the role of social identities and conceptions of human nature in perspective-taking. The sample consisted of 160 Year 9 students in Finland who responded to a historical perspective-taking task based on an edited excerpt from the book Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland (Browning, 1999). Based on qualitative content analysis, four types of answers were identified: all groups have the potential for good and evil; in-group is morally superior; lessons learned from history; and in the future similar situation would be possible. Social identity as an in-group – out-group distinction was essential in the responses as well as moral and historical empathy. Our empirical data shows that many students are willing and able to reflect on complex ethical questions on history lessons, and therefore we suggest that open discussions and consideration of different perspectives should be encouraged in history teaching. In addition, connecting historical topics to current day issues would help students to recognize the patterns of thinking that may lead to intergroup conflicts and violence.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48669591","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}

{"title":"The interplay between historical thinking and epistemological beliefs: A case study with history teachers in Flanders","authors":"M. Wilke, F. Depaepe, Karel Van Nieuwenhuyse","doi":"10.52289/hej9.111","DOIUrl":"https://doi.org/10.52289/hej9.111","url":null,"abstract":"History teachers’ epistemological beliefs are considered to be greatly influential on their instructional practice and a necessary requirement to foster their students’ historical thinking skills. In examining this relationship, two issues arise. First, adequately capturing teachers’ epistemological beliefs remains a challenge as existing instruments appear not to be always valid and reliable. Some researchers suggest to distinguish between formal and practical epistemologies, which requires different measuring instruments. Second, it remains unclear how teachers’ epistemological beliefs influence their teaching practice as several studies found there is no straightforward relationship due to the influence of other beliefs. At the same time, the role of teachers’ own understanding of historical thinking in fostering this thinking among their students has not been extensively studied. Through a qualitative research with 21 history teachers, this study examines the relationship between teachers’ formal and practical epistemologies, their understanding of historical thinking and their instructional practice. It thereby reflects on methodological issues related to mapping teachers’ epistemological beliefs. Data analysis shows that teachers’ epistemological beliefs remain difficult to capture, due to inconsistencies in and between measuring instruments. It could be concluded, nevertheless, that, while most teachers acknowledge the interpretive and constructed nature of history, they generally do not include this in their own descriptions of historical thinking. The research supports the idea that nuanced epistemological beliefs are required for interpretive history teaching, but are not a sufficient precondition. While other beliefs and contextual factors are indeed at play, it also appears necessary to support teachers’ competence in designing materials to foster their students’ historical thinking, including epistemological reflection. The article reflects on the implications for teaching training and professional development programs.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43406803","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}

{"title":"Thinking aloud about epistemology in history: How do students understand the Beliefs about History Questionnaire?","authors":"Marcel Mierwald, Maximilian Junius","doi":"10.52289/hej9.103","DOIUrl":"https://doi.org/10.52289/hej9.103","url":null,"abstract":"This study aims to explore the cognitive validity of a popular epistemological beliefs self-report instrument used in history education, namely the Beliefs about History Questionnaire (BHQ) developed by Maggioni (2010). The validity and reliability of this instrument were found to be problematic during the quantitative validation of both the original English questionnaire and its foreign language versions. Therefore, we conducted cognitive interviews with four students (all 17 years old) using a German version of the BHQ to gain a comprehensive insight into students’ understanding of the questionnaire and the possible difficulties they experience in answering its items. The analysis of the interviews showed that the cognitive validity of the questionnaire was good. However, some items were found to be problematic because the students showed differences in understanding and difficulties in responding. Furthermore, four overarching problem areas were identified: the complexity of terms; epistemic ambiguity; length and comprehensibility; and irritating references to the school context. In this article, we address these and other difficulties in using the BHQ to assess students’ thoughts about epistemology in history. Finally, possible improvements to the questionnaire and conclusions that can be applied to both research and practice are presented.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41349841","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}

{"title":"Researching epistemic beliefs in history education: A review","authors":"G. Stoel, A. Logtenberg, M. Nitsche","doi":"10.52289/hej9.102","DOIUrl":"https://doi.org/10.52289/hej9.102","url":null,"abstract":"Departing from the pioneering work of VanSledright and Maggioni (2016), this article revisits questions about epistemic beliefs and the role these beliefs play in the teaching and learning of history. Eighteen recent studies on epistemic beliefs of history teachers (n=7) and students (n=11) are reviewed, guided by questions regarding conceptualization, relationships with other constructs (e.g., historical reasoning and teaching beliefs), expression of beliefs in teachers and students, differences in age and educational level, suggestions for pedagogical principles, and contextual factors that inhibit or support history teachers in “putting their beliefs into practice”. Results reveal that epistemic beliefs are conceptualized based on developmental and dimensional frameworks, although most recent studies integrated developmental and dimensional approaches. Important findings regarding students and teachers are highlighted, resulting in implications for research and practice.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44809687","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}

{"title":"“We can’t really know cos we weren’t really there”: Identifying Irish primary children’s bottleneck beliefs about history","authors":"Caitriona Ní Cassaithe, F. Waldron, T. Dooley","doi":"10.52289/hej9.105","DOIUrl":"https://doi.org/10.52289/hej9.105","url":null,"abstract":"While there has been a wave of interest in epistemology as a field of study, there have been few studies focused on primary-aged children and even fewer on their epistemic beliefs about history. Due to the lack of research with younger age groups, much of the explanatory power of the prevailing frameworks in epistemic research has been extrapolated from research conducted with older populations. To address this concern, this paper reports on a series of semi-structured interviews designed to identify primary children’s beliefs about the nature of history and historical knowledge. Thematic analysis of the data provided a rich and textured insight into their understanding of the nature of history and historical knowledge and it was found that these beliefs appear to have their origins in both the children’s experiences of history and their common sense (or domain-general) ideas of how the world works. This analysis also highlighted a number of “epistemic bottlenecks” (beliefs about the nature of history and historical knowledge that served to constrain historical understanding). Though emergent, these bottlenecks parallel older students’ preconceptions of the nature of history. This suggests that if unchallenged, the epistemic beliefs young children form about history in the early years can remain relatively stable throughout their education. Identifying and challenging those beliefs that can constrain student understanding is therefore crucial to both a student’s learning experience and the progression of their conceptual understanding of history.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46813947","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}

{"title":"What makes a testimony believable? Spanish students’ conceptions about historical interpretation and the aims of history in secondary education","authors":"Diego Miguel-Revilla","doi":"10.52289/hej9.106","DOIUrl":"https://doi.org/10.52289/hej9.106","url":null,"abstract":"Epistemic beliefs about history can have a profound impact on the way students understand and approach this discipline in the classroom. During the last decades, significant efforts have been made in order to conceptualise different epistemic stances, which can be linked with historical thinking concepts such as the use of evidence. Recent research indicates that epistemic beliefs in history are not only connected to an understanding about the nature of the discipline and the debate about objectivity, but also to the conception of evidence and interpretation in history. This study makes use of a qualitative design in order to examine the conceptions and ideas regarding history of 107 fourth-year secondary education students from three different regions in Spain. Participants were asked to discuss and analyse recent and contrasting interpretations of sources linked to the Spanish transition to democracy (1975-1982), a recent and controversial period. Information was obtained using a structured questionnaire, and responses were transcribed, codified and qualitatively analysed using emerging categories with ATLAS.ti. Results indicate that a majority of students argued that all testimonies can be equally valid in history, even if they show different interpretations or contradictory visions. Only a reduced number of participants focused on the notion of evidence as a determining factor that can indicate whether a testimony is believable, in line with a criterialist epistemic stance. Spontaneous and implicit references to the notions of objectivity and subjectivity in history were also analysed. Results also show diverse conceptions about the aims of history: many secondary education students explicitly indicated that history can be a useful tool to avoid the mistakes of the past, and argued that it should not be imitated. Some participants argued that history can help understand our present, while only a minority of students explicitly argued that each particular historical context should always be taken into account before drawing any lesson from the past. Finally, a discussion is provided about the possibility of examining students’ epistemic beliefs by allowing them to address history first- hand. The study concludes that some of the conceptual shortfalls that were detected in secondary education students could be addressed by fostering historical thinking and understanding, and by allowing students to work with sources and testimonies.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49150226","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}