Trying to "See Things Differently": Northern Ireland Students' Struggle to Understand Alternative Historical Perspectives

Autor/inn/en	Barton, Keith C.; McCully, Alan W.
Titel	Trying to "See Things Differently": Northern Ireland Students' Struggle to Understand Alternative Historical Perspectives
Quelle	In: Theory and Research in Social Education, 40 (2012) 4, S.371-408 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2012.710928
Schlagwörter	Foreign Countries; Local History; Semi Structured Interviews; History Instruction; Historical Interpretation; European History; Student Attitudes; Cultural Education; Social Environment; Teaching Methods; Instructional Effectiveness; Curriculum Evaluation; Convergent Thinking; Controversial Issues (Course Content); Adolescent Attitudes; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Ausland; Ortsgeschichte; History lessons; Geschichtsunterricht; Historische Interpretation; Schülerverhalten; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Soziales Umfeld; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Controversial issues; Kontroverse
Abstract	This study illustrates the processes by which 8 pairs of adolescents in Northern Ireland struggled to come to grips with tensions between school and community history. Findings are based on data collected through open-ended, semi-structured interviews with students from a variety of backgrounds. Although these students appreciated the attempt by schools to present a neutral and balanced approach to the past, many had difficulty fully engaging with alternative historical perspectives. These findings suggest that a balanced history curriculum may fail to challenge students deeply enough to help them integrate competing views of the past in ways that withstand community pressure. Greater engagement with multiple historical perspectives may require that schools address the affective component of contentious history, that they help students reflect on contemporary representations of the past, and that they expose students to the diversity of perspectives that exist within seemingly monolithic political and religious categories. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10